paraeducator supervision academy (psa)
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Paraeducator Supervision Academy
(PSA)
Ritu V Chopra PhDFran Herbert MEd CCC-SLP
Logistics and Norms
2
Audience Introduction Your name
Title
School
Have you worked with paraprofessionals
Number of paraprofessionals you work(ed) with when amp where
Have you received any previous pre-service or
in-service training on paraprofessional supervision
3
Paraprofessionals Most commonly used titles
Parahellip means ldquoalong side ofrdquo Paraeducator Para Instructional Assistant Educational Assistant Teaching Assistant Instructional Aide Aide Educational Support Professionals Early Intervention Assistants Developmental Intervention
Assistants (in Colorado)
4
55
6
DefinitionsParahellip means ldquoalong side ofrdquo
A paraprofessional provides instructional services to
students and
works under the supervision or direction of a certified or
licensed professional who is ultimately responsible for the
students and the program
National Resource Center for Paraprofessionals
Overview of the Todayrsquos Training
7
The Paraeducator Supervision Academy will help you with
1 establishing collaboration and working relationships
2 assessing personal supervisory skills
3 building work schedules and instructional plans
4 identifying career development areas for paraeducators through needs assessment and
5 using feedback to improve the job performance of paraeducators
8
Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with
How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired
2 Share the above information with tablegroup3 In table groups discuss -what implications do these
characteristics have for how you direct their work 4 Share 3 with the entire group
9- Kent Gerlach
Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married
Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash
preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time
Retention 70 stay in the field and 56 plan to stay in our current jobs until we
retire
10
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
11
EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits
bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average
Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they
dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job
descriptions
Who are Paraprofessionals
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
Reasons for Hiring Paraeducators
What contributions paraeducators make in your programs (school)
12
Reasons To Employ Paraprofessionals
1 Increasing complex student young children (and families) population
2 Need for instructional support
3 Instructional effectiveness
4 Cost effectiveness
5 Community connections
6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities
7 Related services support for studentschildren
8 Improved teacher-student (or childfamily) ratio
9 Shortages of fully-qualified professionals
10 Legislation allowsrequiresacknowledges use of paraprofessionals 13
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
Logistics and Norms
2
Audience Introduction Your name
Title
School
Have you worked with paraprofessionals
Number of paraprofessionals you work(ed) with when amp where
Have you received any previous pre-service or
in-service training on paraprofessional supervision
3
Paraprofessionals Most commonly used titles
Parahellip means ldquoalong side ofrdquo Paraeducator Para Instructional Assistant Educational Assistant Teaching Assistant Instructional Aide Aide Educational Support Professionals Early Intervention Assistants Developmental Intervention
Assistants (in Colorado)
4
55
6
DefinitionsParahellip means ldquoalong side ofrdquo
A paraprofessional provides instructional services to
students and
works under the supervision or direction of a certified or
licensed professional who is ultimately responsible for the
students and the program
National Resource Center for Paraprofessionals
Overview of the Todayrsquos Training
7
The Paraeducator Supervision Academy will help you with
1 establishing collaboration and working relationships
2 assessing personal supervisory skills
3 building work schedules and instructional plans
4 identifying career development areas for paraeducators through needs assessment and
5 using feedback to improve the job performance of paraeducators
8
Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with
How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired
2 Share the above information with tablegroup3 In table groups discuss -what implications do these
characteristics have for how you direct their work 4 Share 3 with the entire group
9- Kent Gerlach
Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married
Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash
preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time
Retention 70 stay in the field and 56 plan to stay in our current jobs until we
retire
10
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
11
EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits
bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average
Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they
dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job
descriptions
Who are Paraprofessionals
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
Reasons for Hiring Paraeducators
What contributions paraeducators make in your programs (school)
12
Reasons To Employ Paraprofessionals
1 Increasing complex student young children (and families) population
2 Need for instructional support
3 Instructional effectiveness
4 Cost effectiveness
5 Community connections
6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities
7 Related services support for studentschildren
8 Improved teacher-student (or childfamily) ratio
9 Shortages of fully-qualified professionals
10 Legislation allowsrequiresacknowledges use of paraprofessionals 13
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
Audience Introduction Your name
Title
School
Have you worked with paraprofessionals
Number of paraprofessionals you work(ed) with when amp where
Have you received any previous pre-service or
in-service training on paraprofessional supervision
3
Paraprofessionals Most commonly used titles
Parahellip means ldquoalong side ofrdquo Paraeducator Para Instructional Assistant Educational Assistant Teaching Assistant Instructional Aide Aide Educational Support Professionals Early Intervention Assistants Developmental Intervention
Assistants (in Colorado)
4
55
6
DefinitionsParahellip means ldquoalong side ofrdquo
A paraprofessional provides instructional services to
students and
works under the supervision or direction of a certified or
licensed professional who is ultimately responsible for the
students and the program
National Resource Center for Paraprofessionals
Overview of the Todayrsquos Training
7
The Paraeducator Supervision Academy will help you with
1 establishing collaboration and working relationships
2 assessing personal supervisory skills
3 building work schedules and instructional plans
4 identifying career development areas for paraeducators through needs assessment and
5 using feedback to improve the job performance of paraeducators
8
Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with
How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired
2 Share the above information with tablegroup3 In table groups discuss -what implications do these
characteristics have for how you direct their work 4 Share 3 with the entire group
9- Kent Gerlach
Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married
Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash
preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time
Retention 70 stay in the field and 56 plan to stay in our current jobs until we
retire
10
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
11
EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits
bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average
Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they
dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job
descriptions
Who are Paraprofessionals
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
Reasons for Hiring Paraeducators
What contributions paraeducators make in your programs (school)
12
Reasons To Employ Paraprofessionals
1 Increasing complex student young children (and families) population
2 Need for instructional support
3 Instructional effectiveness
4 Cost effectiveness
5 Community connections
6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities
7 Related services support for studentschildren
8 Improved teacher-student (or childfamily) ratio
9 Shortages of fully-qualified professionals
10 Legislation allowsrequiresacknowledges use of paraprofessionals 13
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
Paraprofessionals Most commonly used titles
Parahellip means ldquoalong side ofrdquo Paraeducator Para Instructional Assistant Educational Assistant Teaching Assistant Instructional Aide Aide Educational Support Professionals Early Intervention Assistants Developmental Intervention
Assistants (in Colorado)
4
55
6
DefinitionsParahellip means ldquoalong side ofrdquo
A paraprofessional provides instructional services to
students and
works under the supervision or direction of a certified or
licensed professional who is ultimately responsible for the
students and the program
National Resource Center for Paraprofessionals
Overview of the Todayrsquos Training
7
The Paraeducator Supervision Academy will help you with
1 establishing collaboration and working relationships
2 assessing personal supervisory skills
3 building work schedules and instructional plans
4 identifying career development areas for paraeducators through needs assessment and
5 using feedback to improve the job performance of paraeducators
8
Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with
How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired
2 Share the above information with tablegroup3 In table groups discuss -what implications do these
characteristics have for how you direct their work 4 Share 3 with the entire group
9- Kent Gerlach
Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married
Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash
preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time
Retention 70 stay in the field and 56 plan to stay in our current jobs until we
retire
10
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
11
EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits
bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average
Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they
dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job
descriptions
Who are Paraprofessionals
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
Reasons for Hiring Paraeducators
What contributions paraeducators make in your programs (school)
12
Reasons To Employ Paraprofessionals
1 Increasing complex student young children (and families) population
2 Need for instructional support
3 Instructional effectiveness
4 Cost effectiveness
5 Community connections
6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities
7 Related services support for studentschildren
8 Improved teacher-student (or childfamily) ratio
9 Shortages of fully-qualified professionals
10 Legislation allowsrequiresacknowledges use of paraprofessionals 13
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
55
6
DefinitionsParahellip means ldquoalong side ofrdquo
A paraprofessional provides instructional services to
students and
works under the supervision or direction of a certified or
licensed professional who is ultimately responsible for the
students and the program
National Resource Center for Paraprofessionals
Overview of the Todayrsquos Training
7
The Paraeducator Supervision Academy will help you with
1 establishing collaboration and working relationships
2 assessing personal supervisory skills
3 building work schedules and instructional plans
4 identifying career development areas for paraeducators through needs assessment and
5 using feedback to improve the job performance of paraeducators
8
Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with
How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired
2 Share the above information with tablegroup3 In table groups discuss -what implications do these
characteristics have for how you direct their work 4 Share 3 with the entire group
9- Kent Gerlach
Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married
Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash
preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time
Retention 70 stay in the field and 56 plan to stay in our current jobs until we
retire
10
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
11
EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits
bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average
Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they
dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job
descriptions
Who are Paraprofessionals
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
Reasons for Hiring Paraeducators
What contributions paraeducators make in your programs (school)
12
Reasons To Employ Paraprofessionals
1 Increasing complex student young children (and families) population
2 Need for instructional support
3 Instructional effectiveness
4 Cost effectiveness
5 Community connections
6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities
7 Related services support for studentschildren
8 Improved teacher-student (or childfamily) ratio
9 Shortages of fully-qualified professionals
10 Legislation allowsrequiresacknowledges use of paraprofessionals 13
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
6
DefinitionsParahellip means ldquoalong side ofrdquo
A paraprofessional provides instructional services to
students and
works under the supervision or direction of a certified or
licensed professional who is ultimately responsible for the
students and the program
National Resource Center for Paraprofessionals
Overview of the Todayrsquos Training
7
The Paraeducator Supervision Academy will help you with
1 establishing collaboration and working relationships
2 assessing personal supervisory skills
3 building work schedules and instructional plans
4 identifying career development areas for paraeducators through needs assessment and
5 using feedback to improve the job performance of paraeducators
8
Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with
How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired
2 Share the above information with tablegroup3 In table groups discuss -what implications do these
characteristics have for how you direct their work 4 Share 3 with the entire group
9- Kent Gerlach
Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married
Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash
preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time
Retention 70 stay in the field and 56 plan to stay in our current jobs until we
retire
10
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
11
EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits
bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average
Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they
dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job
descriptions
Who are Paraprofessionals
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
Reasons for Hiring Paraeducators
What contributions paraeducators make in your programs (school)
12
Reasons To Employ Paraprofessionals
1 Increasing complex student young children (and families) population
2 Need for instructional support
3 Instructional effectiveness
4 Cost effectiveness
5 Community connections
6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities
7 Related services support for studentschildren
8 Improved teacher-student (or childfamily) ratio
9 Shortages of fully-qualified professionals
10 Legislation allowsrequiresacknowledges use of paraprofessionals 13
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
Overview of the Todayrsquos Training
7
The Paraeducator Supervision Academy will help you with
1 establishing collaboration and working relationships
2 assessing personal supervisory skills
3 building work schedules and instructional plans
4 identifying career development areas for paraeducators through needs assessment and
5 using feedback to improve the job performance of paraeducators
8
Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with
How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired
2 Share the above information with tablegroup3 In table groups discuss -what implications do these
characteristics have for how you direct their work 4 Share 3 with the entire group
9- Kent Gerlach
Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married
Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash
preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time
Retention 70 stay in the field and 56 plan to stay in our current jobs until we
retire
10
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
11
EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits
bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average
Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they
dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job
descriptions
Who are Paraprofessionals
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
Reasons for Hiring Paraeducators
What contributions paraeducators make in your programs (school)
12
Reasons To Employ Paraprofessionals
1 Increasing complex student young children (and families) population
2 Need for instructional support
3 Instructional effectiveness
4 Cost effectiveness
5 Community connections
6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities
7 Related services support for studentschildren
8 Improved teacher-student (or childfamily) ratio
9 Shortages of fully-qualified professionals
10 Legislation allowsrequiresacknowledges use of paraprofessionals 13
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
8
Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with
How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired
2 Share the above information with tablegroup3 In table groups discuss -what implications do these
characteristics have for how you direct their work 4 Share 3 with the entire group
9- Kent Gerlach
Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married
Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash
preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time
Retention 70 stay in the field and 56 plan to stay in our current jobs until we
retire
10
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
11
EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits
bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average
Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they
dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job
descriptions
Who are Paraprofessionals
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
Reasons for Hiring Paraeducators
What contributions paraeducators make in your programs (school)
12
Reasons To Employ Paraprofessionals
1 Increasing complex student young children (and families) population
2 Need for instructional support
3 Instructional effectiveness
4 Cost effectiveness
5 Community connections
6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities
7 Related services support for studentschildren
8 Improved teacher-student (or childfamily) ratio
9 Shortages of fully-qualified professionals
10 Legislation allowsrequiresacknowledges use of paraprofessionals 13
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
9- Kent Gerlach
Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married
Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash
preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time
Retention 70 stay in the field and 56 plan to stay in our current jobs until we
retire
10
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
11
EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits
bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average
Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they
dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job
descriptions
Who are Paraprofessionals
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
Reasons for Hiring Paraeducators
What contributions paraeducators make in your programs (school)
12
Reasons To Employ Paraprofessionals
1 Increasing complex student young children (and families) population
2 Need for instructional support
3 Instructional effectiveness
4 Cost effectiveness
5 Community connections
6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities
7 Related services support for studentschildren
8 Improved teacher-student (or childfamily) ratio
9 Shortages of fully-qualified professionals
10 Legislation allowsrequiresacknowledges use of paraprofessionals 13
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married
Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash
preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time
Retention 70 stay in the field and 56 plan to stay in our current jobs until we
retire
10
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
11
EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits
bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average
Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they
dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job
descriptions
Who are Paraprofessionals
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
Reasons for Hiring Paraeducators
What contributions paraeducators make in your programs (school)
12
Reasons To Employ Paraprofessionals
1 Increasing complex student young children (and families) population
2 Need for instructional support
3 Instructional effectiveness
4 Cost effectiveness
5 Community connections
6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities
7 Related services support for studentschildren
8 Improved teacher-student (or childfamily) ratio
9 Shortages of fully-qualified professionals
10 Legislation allowsrequiresacknowledges use of paraprofessionals 13
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
11
EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits
bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average
Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they
dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job
descriptions
Who are Paraprofessionals
National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -
Reasons for Hiring Paraeducators
What contributions paraeducators make in your programs (school)
12
Reasons To Employ Paraprofessionals
1 Increasing complex student young children (and families) population
2 Need for instructional support
3 Instructional effectiveness
4 Cost effectiveness
5 Community connections
6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities
7 Related services support for studentschildren
8 Improved teacher-student (or childfamily) ratio
9 Shortages of fully-qualified professionals
10 Legislation allowsrequiresacknowledges use of paraprofessionals 13
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
Reasons for Hiring Paraeducators
What contributions paraeducators make in your programs (school)
12
Reasons To Employ Paraprofessionals
1 Increasing complex student young children (and families) population
2 Need for instructional support
3 Instructional effectiveness
4 Cost effectiveness
5 Community connections
6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities
7 Related services support for studentschildren
8 Improved teacher-student (or childfamily) ratio
9 Shortages of fully-qualified professionals
10 Legislation allowsrequiresacknowledges use of paraprofessionals 13
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
Reasons To Employ Paraprofessionals
1 Increasing complex student young children (and families) population
2 Need for instructional support
3 Instructional effectiveness
4 Cost effectiveness
5 Community connections
6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities
7 Related services support for studentschildren
8 Improved teacher-student (or childfamily) ratio
9 Shortages of fully-qualified professionals
10 Legislation allowsrequiresacknowledges use of paraprofessionals 13
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised
SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14
SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training
Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq
14
2004 Re-authorization of IDEA Requirements for Paraprofessionals
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
15
Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued
A Completed at least 2 years of study at an institution of higher education or
B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate
through a formal State or local academic assessment -i Knowledge of and the ability to assist in
instructing reading writing and mathematics or ii Knowledge of and the ability to assist in
instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]
The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to
bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher
bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or
media centerbull Act as a translatorbull Provide instructional support services
16
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)
An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals
b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and
c) skills in observing evaluating providing feedback to paraprofessionals
17
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
bullLaws provide vague and limited descriptions of what paraprofessional supervision entails
bullBy and large - no clear policies or guidelines at state level around supervision
bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention
bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them
Paraprofessional Supervision Gaps between Law and Reality
18
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
Paraprofessionals Reality and Issues
19
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)
Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals
Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)
Connector Instructional Support Team member Caregiver
20
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
Research Evidence Also Tells Us
Paraprofessional support may become more
of a disadvantage than an advantage
for the student
21
22
Paraprofessionals Reality and Issues
Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role
perform best when they are supervised and their role is clearly defined
bull Lack supervision Teachers lack preparation to supervise
paraprofessionals Teacher lack of preparation to collaborate with other
professionalsbull Become primary service provider and perform functions
that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)
23
Research Potential Challenges With the use of Paraprofessionals
Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to
professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without
direction Create social barriers between students
24
Shift in the Professional Roles
Employment of paraprofessionals changes your role
Teachers (ie certified professionals) Must run the workplace must perform a
number of executive functions Like Fran said ndash manager of people
workplace and collaborator
25
Continuum of Responsibilities for Supervisors
CONTROL
INFLUENCESmall Large
Individual ldquoI Dordquo
Collaborative ldquoWe Dordquo
ConsultativeldquoI Help You Dordquo
Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families
Solve challenges togetherPlan togetherCollaboratepartner in the provision of services
Facilitate teamtransdisciplinary meetings
Provide families with resources Participate in professional
development Coach and provide direction for
paraprofessionals
26
Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities
successes amp failuresBring problem-solving skills amp collaborative values to a
groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence
27
Ethical Considerations
Scope of Responsibility Consider whether the task is legitimately within paraprofessional
scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)
Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have
taken Direction (from the certified licensed Teachers or professionals
Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student
outcomes
28
Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools
to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality
29
Differentiating RolesDiscussion Activity With the group of people from your
organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the
paraprofessional should be expected to do
What are the responsibilities paraprofessional SHOULD NOT be expected to do
30
Role Clarity
Supervisorrsquos Role Paraprofessional Role
31
32
Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)
Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)
Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)
Collaborating (consulting with other professional personnel meeting coordinating communication)
Paraeducator Supervision (seven components ndash which are the focus of this course)
bull Implement instruction in various environments based on lesson plans provided by the teacher
bull Reinforce learning with individuals or small groups
bullAssist individual students- personal care mobility
bullAssist with observationsdata recordingcharting
bullAssist with ongoing behavior management
bullParticipate in building level duties as assigned by building administrator
bullScore tests papers amp assist in data collection
bullPerform clerical tasks
bullPrepare produce amp maintain instructional materials
bullMaintain and operate instructional equipment
bullHelp develop schedules
bullTeam participation
TeacherProfessional Roles Paraeducator Roles
33
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
34
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role
perform best when they are supervised and their role is clearly defined
bull Lack supervision Teachers lack preparation to supervise
paraprofessionals Teacher lack of preparation to collaborate with other
professionalsbull Become primary service provider and perform functions
that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)
23
Research Potential Challenges With the use of Paraprofessionals
Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to
professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without
direction Create social barriers between students
24
Shift in the Professional Roles
Employment of paraprofessionals changes your role
Teachers (ie certified professionals) Must run the workplace must perform a
number of executive functions Like Fran said ndash manager of people
workplace and collaborator
25
Continuum of Responsibilities for Supervisors
CONTROL
INFLUENCESmall Large
Individual ldquoI Dordquo
Collaborative ldquoWe Dordquo
ConsultativeldquoI Help You Dordquo
Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families
Solve challenges togetherPlan togetherCollaboratepartner in the provision of services
Facilitate teamtransdisciplinary meetings
Provide families with resources Participate in professional
development Coach and provide direction for
paraprofessionals
26
Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities
successes amp failuresBring problem-solving skills amp collaborative values to a
groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence
27
Ethical Considerations
Scope of Responsibility Consider whether the task is legitimately within paraprofessional
scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)
Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have
taken Direction (from the certified licensed Teachers or professionals
Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student
outcomes
28
Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools
to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality
29
Differentiating RolesDiscussion Activity With the group of people from your
organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the
paraprofessional should be expected to do
What are the responsibilities paraprofessional SHOULD NOT be expected to do
30
Role Clarity
Supervisorrsquos Role Paraprofessional Role
31
32
Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)
Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)
Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)
Collaborating (consulting with other professional personnel meeting coordinating communication)
Paraeducator Supervision (seven components ndash which are the focus of this course)
bull Implement instruction in various environments based on lesson plans provided by the teacher
bull Reinforce learning with individuals or small groups
bullAssist individual students- personal care mobility
bullAssist with observationsdata recordingcharting
bullAssist with ongoing behavior management
bullParticipate in building level duties as assigned by building administrator
bullScore tests papers amp assist in data collection
bullPerform clerical tasks
bullPrepare produce amp maintain instructional materials
bullMaintain and operate instructional equipment
bullHelp develop schedules
bullTeam participation
TeacherProfessional Roles Paraeducator Roles
33
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
34
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Research Potential Challenges With the use of Paraprofessionals
Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to
professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without
direction Create social barriers between students
24
Shift in the Professional Roles
Employment of paraprofessionals changes your role
Teachers (ie certified professionals) Must run the workplace must perform a
number of executive functions Like Fran said ndash manager of people
workplace and collaborator
25
Continuum of Responsibilities for Supervisors
CONTROL
INFLUENCESmall Large
Individual ldquoI Dordquo
Collaborative ldquoWe Dordquo
ConsultativeldquoI Help You Dordquo
Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families
Solve challenges togetherPlan togetherCollaboratepartner in the provision of services
Facilitate teamtransdisciplinary meetings
Provide families with resources Participate in professional
development Coach and provide direction for
paraprofessionals
26
Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities
successes amp failuresBring problem-solving skills amp collaborative values to a
groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence
27
Ethical Considerations
Scope of Responsibility Consider whether the task is legitimately within paraprofessional
scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)
Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have
taken Direction (from the certified licensed Teachers or professionals
Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student
outcomes
28
Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools
to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality
29
Differentiating RolesDiscussion Activity With the group of people from your
organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the
paraprofessional should be expected to do
What are the responsibilities paraprofessional SHOULD NOT be expected to do
30
Role Clarity
Supervisorrsquos Role Paraprofessional Role
31
32
Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)
Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)
Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)
Collaborating (consulting with other professional personnel meeting coordinating communication)
Paraeducator Supervision (seven components ndash which are the focus of this course)
bull Implement instruction in various environments based on lesson plans provided by the teacher
bull Reinforce learning with individuals or small groups
bullAssist individual students- personal care mobility
bullAssist with observationsdata recordingcharting
bullAssist with ongoing behavior management
bullParticipate in building level duties as assigned by building administrator
bullScore tests papers amp assist in data collection
bullPerform clerical tasks
bullPrepare produce amp maintain instructional materials
bullMaintain and operate instructional equipment
bullHelp develop schedules
bullTeam participation
TeacherProfessional Roles Paraeducator Roles
33
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
34
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Shift in the Professional Roles
Employment of paraprofessionals changes your role
Teachers (ie certified professionals) Must run the workplace must perform a
number of executive functions Like Fran said ndash manager of people
workplace and collaborator
25
Continuum of Responsibilities for Supervisors
CONTROL
INFLUENCESmall Large
Individual ldquoI Dordquo
Collaborative ldquoWe Dordquo
ConsultativeldquoI Help You Dordquo
Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families
Solve challenges togetherPlan togetherCollaboratepartner in the provision of services
Facilitate teamtransdisciplinary meetings
Provide families with resources Participate in professional
development Coach and provide direction for
paraprofessionals
26
Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities
successes amp failuresBring problem-solving skills amp collaborative values to a
groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence
27
Ethical Considerations
Scope of Responsibility Consider whether the task is legitimately within paraprofessional
scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)
Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have
taken Direction (from the certified licensed Teachers or professionals
Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student
outcomes
28
Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools
to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality
29
Differentiating RolesDiscussion Activity With the group of people from your
organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the
paraprofessional should be expected to do
What are the responsibilities paraprofessional SHOULD NOT be expected to do
30
Role Clarity
Supervisorrsquos Role Paraprofessional Role
31
32
Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)
Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)
Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)
Collaborating (consulting with other professional personnel meeting coordinating communication)
Paraeducator Supervision (seven components ndash which are the focus of this course)
bull Implement instruction in various environments based on lesson plans provided by the teacher
bull Reinforce learning with individuals or small groups
bullAssist individual students- personal care mobility
bullAssist with observationsdata recordingcharting
bullAssist with ongoing behavior management
bullParticipate in building level duties as assigned by building administrator
bullScore tests papers amp assist in data collection
bullPerform clerical tasks
bullPrepare produce amp maintain instructional materials
bullMaintain and operate instructional equipment
bullHelp develop schedules
bullTeam participation
TeacherProfessional Roles Paraeducator Roles
33
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
34
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Continuum of Responsibilities for Supervisors
CONTROL
INFLUENCESmall Large
Individual ldquoI Dordquo
Collaborative ldquoWe Dordquo
ConsultativeldquoI Help You Dordquo
Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families
Solve challenges togetherPlan togetherCollaboratepartner in the provision of services
Facilitate teamtransdisciplinary meetings
Provide families with resources Participate in professional
development Coach and provide direction for
paraprofessionals
26
Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities
successes amp failuresBring problem-solving skills amp collaborative values to a
groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence
27
Ethical Considerations
Scope of Responsibility Consider whether the task is legitimately within paraprofessional
scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)
Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have
taken Direction (from the certified licensed Teachers or professionals
Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student
outcomes
28
Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools
to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality
29
Differentiating RolesDiscussion Activity With the group of people from your
organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the
paraprofessional should be expected to do
What are the responsibilities paraprofessional SHOULD NOT be expected to do
30
Role Clarity
Supervisorrsquos Role Paraprofessional Role
31
32
Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)
Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)
Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)
Collaborating (consulting with other professional personnel meeting coordinating communication)
Paraeducator Supervision (seven components ndash which are the focus of this course)
bull Implement instruction in various environments based on lesson plans provided by the teacher
bull Reinforce learning with individuals or small groups
bullAssist individual students- personal care mobility
bullAssist with observationsdata recordingcharting
bullAssist with ongoing behavior management
bullParticipate in building level duties as assigned by building administrator
bullScore tests papers amp assist in data collection
bullPerform clerical tasks
bullPrepare produce amp maintain instructional materials
bullMaintain and operate instructional equipment
bullHelp develop schedules
bullTeam participation
TeacherProfessional Roles Paraeducator Roles
33
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
34
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities
successes amp failuresBring problem-solving skills amp collaborative values to a
groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence
27
Ethical Considerations
Scope of Responsibility Consider whether the task is legitimately within paraprofessional
scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)
Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have
taken Direction (from the certified licensed Teachers or professionals
Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student
outcomes
28
Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools
to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality
29
Differentiating RolesDiscussion Activity With the group of people from your
organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the
paraprofessional should be expected to do
What are the responsibilities paraprofessional SHOULD NOT be expected to do
30
Role Clarity
Supervisorrsquos Role Paraprofessional Role
31
32
Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)
Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)
Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)
Collaborating (consulting with other professional personnel meeting coordinating communication)
Paraeducator Supervision (seven components ndash which are the focus of this course)
bull Implement instruction in various environments based on lesson plans provided by the teacher
bull Reinforce learning with individuals or small groups
bullAssist individual students- personal care mobility
bullAssist with observationsdata recordingcharting
bullAssist with ongoing behavior management
bullParticipate in building level duties as assigned by building administrator
bullScore tests papers amp assist in data collection
bullPerform clerical tasks
bullPrepare produce amp maintain instructional materials
bullMaintain and operate instructional equipment
bullHelp develop schedules
bullTeam participation
TeacherProfessional Roles Paraeducator Roles
33
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
34
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Ethical Considerations
Scope of Responsibility Consider whether the task is legitimately within paraprofessional
scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)
Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have
taken Direction (from the certified licensed Teachers or professionals
Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student
outcomes
28
Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools
to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality
29
Differentiating RolesDiscussion Activity With the group of people from your
organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the
paraprofessional should be expected to do
What are the responsibilities paraprofessional SHOULD NOT be expected to do
30
Role Clarity
Supervisorrsquos Role Paraprofessional Role
31
32
Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)
Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)
Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)
Collaborating (consulting with other professional personnel meeting coordinating communication)
Paraeducator Supervision (seven components ndash which are the focus of this course)
bull Implement instruction in various environments based on lesson plans provided by the teacher
bull Reinforce learning with individuals or small groups
bullAssist individual students- personal care mobility
bullAssist with observationsdata recordingcharting
bullAssist with ongoing behavior management
bullParticipate in building level duties as assigned by building administrator
bullScore tests papers amp assist in data collection
bullPerform clerical tasks
bullPrepare produce amp maintain instructional materials
bullMaintain and operate instructional equipment
bullHelp develop schedules
bullTeam participation
TeacherProfessional Roles Paraeducator Roles
33
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
34
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools
to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality
29
Differentiating RolesDiscussion Activity With the group of people from your
organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the
paraprofessional should be expected to do
What are the responsibilities paraprofessional SHOULD NOT be expected to do
30
Role Clarity
Supervisorrsquos Role Paraprofessional Role
31
32
Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)
Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)
Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)
Collaborating (consulting with other professional personnel meeting coordinating communication)
Paraeducator Supervision (seven components ndash which are the focus of this course)
bull Implement instruction in various environments based on lesson plans provided by the teacher
bull Reinforce learning with individuals or small groups
bullAssist individual students- personal care mobility
bullAssist with observationsdata recordingcharting
bullAssist with ongoing behavior management
bullParticipate in building level duties as assigned by building administrator
bullScore tests papers amp assist in data collection
bullPerform clerical tasks
bullPrepare produce amp maintain instructional materials
bullMaintain and operate instructional equipment
bullHelp develop schedules
bullTeam participation
TeacherProfessional Roles Paraeducator Roles
33
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
34
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Differentiating RolesDiscussion Activity With the group of people from your
organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the
paraprofessional should be expected to do
What are the responsibilities paraprofessional SHOULD NOT be expected to do
30
Role Clarity
Supervisorrsquos Role Paraprofessional Role
31
32
Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)
Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)
Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)
Collaborating (consulting with other professional personnel meeting coordinating communication)
Paraeducator Supervision (seven components ndash which are the focus of this course)
bull Implement instruction in various environments based on lesson plans provided by the teacher
bull Reinforce learning with individuals or small groups
bullAssist individual students- personal care mobility
bullAssist with observationsdata recordingcharting
bullAssist with ongoing behavior management
bullParticipate in building level duties as assigned by building administrator
bullScore tests papers amp assist in data collection
bullPerform clerical tasks
bullPrepare produce amp maintain instructional materials
bullMaintain and operate instructional equipment
bullHelp develop schedules
bullTeam participation
TeacherProfessional Roles Paraeducator Roles
33
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
34
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Role Clarity
Supervisorrsquos Role Paraprofessional Role
31
32
Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)
Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)
Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)
Collaborating (consulting with other professional personnel meeting coordinating communication)
Paraeducator Supervision (seven components ndash which are the focus of this course)
bull Implement instruction in various environments based on lesson plans provided by the teacher
bull Reinforce learning with individuals or small groups
bullAssist individual students- personal care mobility
bullAssist with observationsdata recordingcharting
bullAssist with ongoing behavior management
bullParticipate in building level duties as assigned by building administrator
bullScore tests papers amp assist in data collection
bullPerform clerical tasks
bullPrepare produce amp maintain instructional materials
bullMaintain and operate instructional equipment
bullHelp develop schedules
bullTeam participation
TeacherProfessional Roles Paraeducator Roles
33
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
34
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
32
Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)
Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)
Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)
Collaborating (consulting with other professional personnel meeting coordinating communication)
Paraeducator Supervision (seven components ndash which are the focus of this course)
bull Implement instruction in various environments based on lesson plans provided by the teacher
bull Reinforce learning with individuals or small groups
bullAssist individual students- personal care mobility
bullAssist with observationsdata recordingcharting
bullAssist with ongoing behavior management
bullParticipate in building level duties as assigned by building administrator
bullScore tests papers amp assist in data collection
bullPerform clerical tasks
bullPrepare produce amp maintain instructional materials
bullMaintain and operate instructional equipment
bullHelp develop schedules
bullTeam participation
TeacherProfessional Roles Paraeducator Roles
33
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
34
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
33
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
34
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
34
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
35
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
What yoursquore putting off
36
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Four Major Reasons
1 Confusion Lack of mental organization Lack of clear goals
2 Resentment of Authority Lack of control Demands seem unjust
3 Lack of Self-Confidence Unsure you can do it Lack of skills
4 Self-Sabotage Mixed emotions about supervising about inclusion
collaboration Fear of failing fear of looking bad or foolish
37
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
What Gets in the Way
Tell what gets in the way of getting things done
Name the things that you are responsible for that are the hardest to get done
Tell why
38
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Therersquos no time for
39
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
30 Second Reflection Question
1 What could I give to someone else to do that keeps me from getting the important stuff done
40
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
30 Second Reflection Question
2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)
41
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
30 Second Reflection Question
3 Am I working harder but feeling less productive
42
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
30 Second Reflection Question
4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me
If yes who
43
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
30 Second Reflection Question
5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them
44
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
30 Second Reflection Question
6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it
45
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
30 Second Reflection Question
7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships
46
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
ldquoFor those of you traveling with small children in
the event of an oxygen failure first place the oxygen mask on your own face and then ndash and
only then ndash place the mask on your childrsquos facerdquo
The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating
Instructions given by flight attendants to airline passengers
47
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
30 Second Reflection Question
8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind
48
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Managing Your Time
Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions
How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request
How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled
49
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
50
Executive Functions of Paraeducator Supervision
1 Providing Orientation
2 Planning for Paraeducator
3 Scheduling
4 Delegating
5 Promoting Paraeducator Growth and Development
6 Monitoring Performance
7 Managing the Workplace
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
1 Providing Orientation
51
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
52
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
1 Providing Orientation Three stages
Stage 1 Get Acquainted Introductions (in the training booklet)
Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)
53
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
1 Providing Orientation continuedhellip
Stage 2 Establish The Supervisory RelationshipDo this in 3 ways
AStructured Initial Conversation
BWork Style Preferences Analysis
CDefining the Job
54
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact
on you What other skills do you have that we might incorporate into
the natural setting What is your understanding of this position What do you think are the goals of special
educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together
55
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip
B Work Style Preferences Analysis
Useful tool to compare your work style with the paraeducators
Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the
ldquoparaeducator rdquo Each pair will use two handouts ndash
Professional Work-Style worksheet Paraeducator Work-Style worksheet
After yoursquove completed the sheets wait for further directions
56
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the
training booklet )
Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)
Job definition step 3 ndash ldquoneeds vs preferences analysis
Job definition step 4 - Personalized Job Description
Job definition step 5 ndash Paraprofessional Training Needs Assessment
(in the training booklet)
1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued
57
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
58
Do you need more copies of worksheets Download worksheets from The PAR2A
Center website httpwwwparacenterorgPARACenterlibrary
Make all the copies you need
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
2 Planning for Paraeducators
59
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
60
Adapting Curriculum amp Instruction
Required by law (IDEA amp 504) for persons with disabilities
Illegal and unethical for paraeducators to determine adaptations
Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction
Adaptation plan has multiple purposes Serves as communication tool
Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families
To provide written data about student progress
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
61
The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
To follow written plans and oral directions
Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications
or adaptations ndash only to carry them out Provided by any school professional
On behalf of Students with disabilities Students with other special learning needs (eg
ESL) Students with health issues The general welfare and safety of all the students
in the school
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
62
The Importance of Planning
The most effective teachers plan(sped and gen ed) Know what outcomes they expect
from students Know what methods theyrsquoll use to
achieve those outcomes Some teachers try to ldquowing itrdquo
Experience matters Carry ideas in their heads make it through a day without
written plans Paraeducators are not teachers
Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or
pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the
decisions
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
63
Think About hellip
Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about
where you need to begin to make changes
Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
64
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Important to Remember
bull The Instructional plan for the Paraprofessional
bull Should be reflective of the IEP or mirror the IEP
bull Should build off of the IEP
bull Should include strategies that are easily understood by the paraprofessional
65
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
66
Components of Plans Purpose of task lesson or
adaptation Long term student goals short
term objectives Specific student needs
strengths Materials Resources Sequence of actions
use of cues or prompts permissible adaptations
Data structure for documenting student performance
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
67
Plan Forms or FormatsActivity As we look at the following examples
discuss with a partner If the plan examples have all six essential
components Consider the needs of your students ndash are
there similarities Consider which features you could use in your
plan forms
Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
3 Scheduling
68
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Planning vs Scheduling
69
Differs from planning in that it tells
Where each person should be The time frame Who they are with (students
and teachers) Generally what they are doing
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
70
DAILY SCHEDULE
Time Paraeducator Activity Location Teacher Activity Location
800 to 810
Meet bus take Ian to locker then 1st hr class
Plan with Soc Studies teachers SSOffice
810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction
840 to 850
Accompany Eric to PE from Rm 38 -gym
850 to 920
Support Jason Michele Tanya Roy Rm 44
Co-teach with Smith Rm 29
920 to 1005
7th gr Language Arts group Resource Room
1005 - 1030
Plan time SPED Office
Plan time SPED Office
10-30 - 1050
Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music
Co-teach with Jones Rm 44
1050 - 1125
Lunch Co-teach with Jones Rm 44
1125 - 1150
Computer lab Plan with Lang Arts Teachers LA Ofc
1155 - 1225
Taneesha Hugo Soua Kiely Nikolai Rm 44
Testing Consultation IEP meetings
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
4 Delegation Taking Time to Save Time
71
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Taking Time to Save Time Delegating to Paraprofessionals
What is delegation
72
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
What is Delegation
Delegation is the process of getting things done through others
who have the skills to handle the tasks
the act of entrusting enough authority to another to get tasks done without giving up responsibility
fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals
73
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
74
What Delegation Is Not Dumping
minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or
classroom Puppeteering
fails to give authority to carry out the task micro- manages provides too much detail
Passing the buck blames the paraeducator for failures
Punishment mean-spirited assignments diminishes initiative and ownership
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Why Do We Fail to Delegate
75
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
76
Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to
delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for
therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their
pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like
me
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
77
Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and
location
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
78
The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
79
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)
80
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
K-12 Paraeducator Curriculum
o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond
o State doesnrsquot provide any guidance or endorsement to any particular training
oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
82
Paraeducator Growth amp Development
Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic
needs and the skills or confidence level of the paraeducator
2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
83
Paraeducator Training Needs Assessment
Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist
Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash
not just on the job Demonstrates administrative support for teachersrsquo work with
paraeducators Doesnrsquot necessarily identify all the training needs that exist
Needs Assessment Example
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
84
The Range of Training Formats
Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials
Training is the focus of our session tomorrow
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising
Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other
Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience
Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses
CDE SLPA Mentor Training 2008-2009
120
The Supervisorrsquos Role As A ldquoCoachrdquo
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
6 Monitoring Paraeducator Performance
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Changing Role For Professionals lsquoMonitoringrsquo implies deliberate
purposeful observations Equates early intervention providers
to team leaders in business Little precedent for this role
Therefore requires administrative support
On the job training of professionals in this role
Coaching Feedback to professionals Accountability
87
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Monitoring Performance
Observations
Feedback
Evaluation
88
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Unfocused Observation MethodsInclude Consideration of Multiple Variables such as
personal style components voice gestures delivery
content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques
Examples Include audio video recording scripting notes on significant events
89
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Focused Observation MethodsParaeducator Behavioral Observation
Checklist (in the training booklet)
Identifies the Presence or Absence of Specific Behaviors
Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances
90
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Formative Feedback
Five guiding principles Performance
rather than personal characteristics Specificity
rather than generalities Frequency
the more the better Consistency
versus playing professionals against one another Honesty
rather than pretense but cushioned with tact
91
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
92
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
7 Managing the Workplace
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Managing the Workplace
Systematic Communication
Problem Solving
Conflict Management
94
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Systematic Communication How do you or would you convey information to the
paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members
in a typical week Brainstorm a list of ways to communicate systematically with
your paraprofessionals
95
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various
types Share
96
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
97
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Holding MeetingsConsiderations
Finding a time Establishing group norms Establishing a functional location
Facilitation Reviewing meeting effectiveness
Using an agenda Developing the agenda Agenda content Following the agenda
Documenting group decisions plans
98
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Dealing with Differences
99
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
What Do You See
100
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
How You Act in Conflict
Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses
101
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Conflict The Circle of Conflict
Values
RelationshipsData
Structural Issues
Interests
102
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Managing vs Resolving Conflict
Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle
Structural Issues Interests
Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals
103
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Managing vs Resolving Conflict Often the very best we can do in relationship values
and data conflicts is manage it Conflict Management - the conflict is identified
acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated
104
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Resolving Conflicts
If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this
Gain agreement to resolve the conflict Identify interests
find out what each needs to get out of it in the end Generate options
select options only if they allow the interests of each party to be met Select a solution
gain agreement from both parties to adhere to the selected solution create a solution plan
Eg who does what where when how Gain agreement to adhere to the plan
105
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
106
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Action PlanActivity
Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals
107
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome
of the instruction
2 Who will be in the best position logistically speaking to direct the performance of the duties
3 Who is best able to provide training for the assigned duties
4 Who is in the best position to observe and document task performance
5 How will you find planning time
6 What supports you need from your administrators
- Paraeducator Supervision Academy (PSA)
- Logistics and Norms
- Audience Introduction
- Paraprofessionals Most commonly used titles
- Slide 5
- Definitions
- Overview of the Todayrsquos Training
- Paraeducators Who are they
- Slide 9
- Who are the Paraprofessionals
- Slide 11
- Reasons for Hiring Paraeducators
- Reasons To Employ Paraprofessionals
- Legislation ndash No Child Left Behind
- NCLB Regarding Supervision
- Guidance on Paraprofessional from Professional Organizations (
- Slide 18
- (2)
- Research- Lessons Learned from Use of Paraprofessionals in
- Research Evidence Also Tells Us
- Paraprofessionals Reality and Issues
- Research Potential Challenges With the Use of Paraprofession
- Research Potential Challenges With the use of Paraprofessional
- Shift in the Professional Roles
- Continuum of Responsibilities for Supervisors
- Building a Collaborative Culture
- Ethical Considerations
- Avoiding Risk A Summary
- Differentiating Roles
- Role Clarity
- Slide 32
- Executive Functions of Paraeducator Supervision
- Slide 34
- Slide 35
- Slide 36
- Four Major Reasons
- What Gets in the Way
- Therersquos no time for
- 30 Second Reflection Question
- 30 Second Reflection Question
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (3)
- 30 Second Reflection Question (2)
- 30 Second Reflection Question (4)
- 30 Second Reflection Question
- 30 Second Reflection Question (5)
- Managing Your Time
- Executive Functions of Paraeducator Supervision (2)
- 1 Providing Orientation
- Slide 52
- 1 Providing Orientation Three stages
- 1 Providing Orientation continuedhellip
- A Structured Initial Conversation
- 1 Providing Orientation Stage 2 Establish The Supervisory
- Slide 57
- Do you need more copies of worksheets
- 2 Planning for Paraeducators
- Adapting Curriculum amp Instruction
- The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
- The Importance of Planning
- Think About hellip
- Slide 64
- Important to Remember
- Components of Plans
- Plan Forms or Formats
- 3 Scheduling
- Planning vs Scheduling
- Slide 70
- 4 Delegation Taking Time to Save Time
- Taking Time to Save Time Delegating to Paraprofessionals
- What is Delegation
- What Delegation Is Not
- Slide 75
- Why School Professionals Fail to Delegate
- Why Delegate
- The Seven-Step Delegation Method Overview
- Slide 79
- 5 Promoting Paraeducator Growth amp Development (Coaching On th
- K-12 Paraeducator Curriculum
- Paraeducator Growth amp Development
- Paraeducator Training Needs Assessment
- The Range of Training Formats
- Slide 85
- 6 Monitoring Paraeducator Performance
- Changing Role For Professionals
- Monitoring Performance
- Unfocused Observation Methods
- Focused Observation Methods
- Formative Feedback
- Slide 92
- 7 Managing the Workplace
- Managing the Workplace
- Systematic Communication
- Meetings
- (2)
- Holding Meetings
- Slide 99
- What Do You See
- How You Act in Conflict
- Conflict
- Managing vs Resolving Conflict
- Managing vs Resolving Conflict (2)
- Resolving Conflicts
- Slide 106
- Action Plan
- Questions to consider as you plan the next stepshellip
-
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