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Let’sTeamUp:WhatEveryParaprofessionalNeedsforStudent
SuccessandEffectiveTeamwork
November8,2016NewYork,NewYork
KentGerlach,[email protected],Washington
2©PacificTrainingAssociates2016,Seattle,Washington
Let’sTeamUp:WhatEveryParaprofessionalNeedsToKnowforStudentSuccessandEffectiveTeamwork
Thisworkshopisdesignedtoprovideyouwithinformationandskillsthatwillenhanceyourroleasaparaprofessionalandmemberoftheeducationalteam,aswellasfamiliaritywiththecurrentissuesinvolvedinthisrole. Objectives:Tobetterunderstand:
1. Thevalueofparaprofessionalsineducationalprograms.
2. Therolesandresponsibilitiesofparaprofessionalsascriticalmembersoftheeducationalteam.
3. Therolesandresponsibilitiesofcertificated/licensedstaffandtheirresponsibilitiesforprogramdevelopment,evaluationandforsupervisionofparaprofessionals.
4. Therolesandresponsibilitiesofallteammembersandutilizationofteamingandeffectivecommunication.
5. Waysinwhichparaprofessionalscanworkmosteffectivelywithawidevarietyofstudentsandtheiruniquelearningneeds.
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TeamWork:KeytoSuccessforTeachersandParaprofessionals
Theinterdependentworkingrelationshipoftoday’sparaprofessionals,teachers,andprincipalsisoftenlikeajigsawpuzzle.Unfortunately,theydon’thaveapictureonthefrontofaboxtoknowwhatthepuzzleissupposedtolooklikewhenit’sfinished.Sometimestheydon’tevenhaveallthepieces.That’swhy,intoday’seducationclimate,themostsuccessfulschoolsoperateasateam.Schoolpersonnelunderstandtheimportanceofagoodworkingrelationshipandarefocusedonteamgoals.Whenparaprofessionals,teachers,andprincipalsteamuptoconnectthepiecesofthepuzzle,studentsaretheultimatebeneficiaries.
Thechanginglandscapeofpubliceducationhashadasignificantimpactontherolesofthepersonnelwhoserveinourschools.Teachershortages,increasingnumbersofEnglishlanguagelearnersandtherisingenrollmentofstudentswithdisabilitiesandotherspecialneedsarejustsomeofthefactorsthatmaketheneedforadynamicschoolteammorenecessarythanever.Inthischallengingenvironment,paraprofessionalsplayanincreasinglycriticalroleinimprovingstudentachievement.
Acommonthreadacrossdefinitionsofteamsisthatteamworkcanbedefinedasaprocessamongpartnerswhosharemutualgoalsandworktogethertoachievethegoals.Teamworkallowspeopletodiscusstheirworktogetherand,asaresult,togrowprofessionally.Tobesuccessful,theteacherandtheparaprofessionalsmustviewthemselvesasateamandpartnersintheeducationalprocess.Inputfromallteammembersneedstobesolicited.Questionsneedtobeaskedandanswered.Ideasneedtobeshared.Teamworkdoesn’thappenbyaccident.Itrequireseffortandcommitment,awillingnesstoacceptthechallengesofworkingtogether.Teachersandparaprofessionalsneedtoforma"relationship"thatisbuiltongoodcommunicationandmutualrespect.
Teameffectivenesscanbeachievedbysharingexpectationswithoneanother,byallowingtheparaprofessionaltoparticipateintheplanningprocess,byappreciatingeachother'suniquepersonalitytraits,byrespectingdiversity,andbydemonstratingapositiveattitudetowardteamwork.Onceateamworkswelltogether,thejobislessstressful,moreenjoyable,andmorerewardingforallteammembers.TrustinTeacher/ParaprofessionalTeamsisEssentialforTeamSuccess
Opencommunication,mutualrespect,recognition,andaboveall,trustformthebondofahealthyteam.Trustisbuiltinteamsbypromotingopencommunications,providingfairleadershipandsupervisingwithsensitivity.(Pickett,A.,Gerlach,K.,2003)
Buildingtrustisessentialandnotalwayseasy.Trustisnecessarytohaveaproductiveworkingenvironment.Itisessentialforallteammemberstopracticeopen,honestcommunicationinordertoincreaseawarenessandbuildcooperation.Thisenvironmentoftrustpromotesloyaltyandcommitmenttoachievethegoalsandobjectivesoftheteam.
Allteammembersneedtodeveloplisteningskillssothattheycanobtainsufficientandaccurateinformationnecessaryforaneffectiveworkingrelationship.Becausemanyparaprofessionalshavereceivedlimitedtrainingororientationfortheirjob,itisespeciallyimportantthattheteacheraccuratelyandclearlydescribethegoalsandneedsofthelearnerbeingserved.Teammembersmusthaveeffectivelisteningtechniquesinordertopromotetheessentialunderstandingrequiredforsuccessfulintervention.
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DISCUSSIONACTIVITY:DefiningParaprofessional
“Para”means“alongsideof”
A. Definethetermparaprofessional
B. Whatarethemostimportantwordsthatmustbeincludedinadefinition?
C. Listothertitlesusedbyschooldistrictstodescribetheposition.
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DefinitionsofaParaprofessional Aparaprofessionalisaschoolemployeewhoassistsandsupportsteacher–directedinstruction(Gerlach,K.,2001)Paraprofessionalsareschool/agencyemployeeswhoworkunderthesupervisionofteachersorotherprofessionalpractitioners.Thecertifiedprofessionalisresponsibleforthedesign,implementation,andassessmentoflearnerprogress,andtheevaluationoftheeffectivenessoflearningprograms.(Pickett,1989)Theparaprofessionalisanemployeewho,followingappropriatetraining,performstasksasprescribedandsupervisedbythelicensed/certifiedprofessional/practitioner.Paraprofessionalsperformspecificdutiesasdirectedbythelicensed/certifiedprofessional/practitioner.Thelicensed/certifiedprofessional/practitionermaintainsresponsibilityforassessingthelearnerandfamilyneeds,andforplanning,evaluating,andmodifyingprograms.(IDEAPartnershipsParaprofessionalInitiativeReporttoU.S.Dept.ofEducation,OfficeofSpecialPrograms[OSEP],December2001.)Paraprofessionalsmayprovideservices,undersupervision,inthefollowingprogrammaticareas:…Educationalprograms,includingbehaviorprograms …Physicaltherapy…Occupationaltherapy …Speechandlanguagetherapy…Earlyinterventionandpre-schoolprograms …Recreationprograms…Socialwork/casemanagement …Parenttraining/childfindprograms…Vocationaltrainingprogramsandjobcoaching …Playground,lunchroom,library…Computerassistance …Healthassistance…One-to-oneinstruction(Interpreters,etc.) Canyouthinkofothers?OtherTermsUsedbySchoolDistricts…paraeducator …inclusionassistant …parapro …onetooneassistant…instructionalaide …onetooneaide…instructionalassistant …supportaide…educationalaide(E.A.) …supportassistant…educationalassistant(E.A.) …facilitator…teachersaide(T.A.) …behavioralassistant…teachersassistant(T.A.) …classified…helpingassistant …para…educationtechnician ...helper...teachingassistant
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GuidingPrinciplesforParaprofessionalEmployment,Roles,PreparationandSupervisionTheseguidingprincipleshavefourprimarygoals.Thefirstaddressesthepolicyandadministrativeissuesthatimpactonparaprofessionalroles,supervision,andpreparation.Thesecondprovidesafoundationthatenablesschoolsandotherprovideragenciestoprepareandretainaskilled,committedparaprofessionalworkforce.Thethirdenhancesthestatusandrecognitionofparaprofessionalsaskeymembersofeducationandrelatedserviceteams.Thefourthassuresthatparaprofessionalsareappropriatelyintegratedintoprogramimplementationteamsthrougheffectivesupervision.GuidingPrinciple1:Skilledparaprofessionalsareemployedtoimprovethequalityofeducationandservicesinotherprovidersystemsandtohelpensuresupportive,inclusive,safe,andhealthylearningenvironmentsforchildren,youth,andstaff.GuidingPrinciple2:Administratorsandteachers/providerscreateenvironmentsthatrecognizeparaprofessionalsasvaluedteammembersandeffectivelyintegratethemintoteams.GuidingPrinciple3:Membersofallprogramplanningandimplementationteamsparticipatewithinclearlydefinedrolesinchanging,dynamicenvironmentstoprovidelearner-centeredandindividualizedexperiencesandservicesforallchildrenandyouthandtheirfamilies.GuidingPrinciple4:Paraprofessionalsarerespectedandsupportedintheirteamrolesbypolicymakers,administrators,teachers/providers,andfamilies.GuidingPrinciple5:Standardsforparaprofessionalrolesandprofessionaldevelopmentassurethattheyareassignedtopositionsforwhichtheyarequalifiedandhavetheskillsrequiredtoassistteachers/providerstoprovidequalitylearningexperiencesandrelatedservicesforallchildrenandyouthandtheirfamilies.GuidingPrinciple6:Paraprofessionalsreceivepre-andin-serviceprofessionaldevelopmentprovidedbythedistrict/agencyandopportunitiesforcontinuingeducationorcareeradvancementofferedbyinstitutionsofhighereducation.GuidingPrinciple7:Teachers/providersresponsibleforsupervisingtheworkofparaprofessionalshavetheskillsnecessarytoplanfor,direct,provideon-the-jobtrainingfor,monitor,andevaluatetheperformanceofparaprofessionals.GuidingPrinciple8:Paraprofessionalshaveanoccupational/professionalidentityandcontributetolearner-centeredactivitiesthathelptoachievethemissionoftheschool/agency.*TheseguidingprinciplesarebasedonresearchactivitiesconductedbytheNationalResourceCenterforParaprofessionalsandparaprofessionaldevelopmenteffortsinUtah,Minnesota,Iowa,Washington,andRhodeIsland.
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DiscussionActivity:Discusseachguidingprinciple.Giveexamplesofhowthesecouldbeimplemented.Howcouldthesegoalsandprinciplesbeachieved?Discussthechangingrolesoftheparaprofessional.Howandwhydoyouthinktherolecontinuestochange?Discussthechangingroleofteachers.Howandwhydoyouthinktheroleofteacherscontinuestochange?Listsomecurrentissuesthatarepresentlyaffectingtheroleofparaprofessionalsandthosewhosupervisethem.(Inyourschooldistrict)
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DiscussionActivity:ExpectationsWhatSupervisorsExpectfromParaprofessionals1. Havea“goodattitude”towardtheschoolanditspersonnel;likeandrespectchildrenandhavea
desiretoworkwiththem.2. Bedependableinpromptnessandattendance,reliableinjobperformanceanddiscreetin
confidentialmatters.3. Beabletoassistintheinstructionalprocess,andtoshareperceptionsofstudent’sprogressand
needs.4. Beabletoperformnon-instructionaldutiessuchasrecordkeeping,classroommaintenance,
preparationofbulletinboardsandlearningmaterials.5. Beabletogivehelpandassistancewithoutbeingasked.6. Tousegoodjudgmentwhenunusualsituationsarise.7. Bealiaisonbetweenschoolandcommunity;interpretcommunityvaluesandconcernstothe
schoolandthoseoftheschooltothecommunity.8. Participateintrainingtodevelopskillsandbecomeamoreeffectiveparaprofessional.9. Believethattheparaprofessionalandteachershouldbeaworkingteam.WhatParaprofessionalsExpectfromSupervisors1. Toacceptthevalueofparaprofessionalsineducationforprovidinginstructionalassistanceaswell
ascommunityinput.2. Besensitivetothefeelingsandneedsofchildren.3. Provideeducationalleadership;includemeintheplanning,givememeaningfulassignmentsand
cleardirections.4. ExplaintherulesforstudentbehaviorandprovidesupportwhenIamworkingwithstudents.5. Givemehonestfeedbackandevaluationofmyperformanceinaconfidentialmanner;praiseme
forwhatIdowellandoffersuggestionsforimprovement.6. Respectmyindividuality;recognizeandutilizemytalentsinclassroomactivities.7. Acceptmeasamemberoftheschoolstaff,bothprofessionallyandsocially8. Informmeoftrainingopportunitiesandencouragemetoparticipate.9. Believethattheparaprofessionalandteachershouldbeaworkingteam.DiscussionQuestionsWhatcanyouaddtotheseexpectations?
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DISCUSSIONACTIVITY:Teacher/ParaprofessionalRolePerceptionActivityDirections:Discussthefollowingtasks.Whoseroleisthis?Placean“X”underteacherorparaprofessional.Ifbothperformthisrole,placean“X”inbothboxes.Aftercompletingthisexercise,circlethenumbersofthosethatare"teacheronly.”
Task Teacher Paraprofessional1. Planningdailyandweeklyschedules
2. RecordingandChartingData
3. Administeringstandardizedtests
4. Scoringstandardizedtests
5. Gradingtests,papers,andstudentwork
6. Analyzingandinterpretingtheresultsofvariousassessmentactivities
7. Settinggoalsandobjectivesfortheclassandindividualstudents
8. Writingthelessonplan
9. Carryingoutlessonplans
10. Introducingnewskills/concepts
11. Modifying/adaptinginstructionalplansandcurriculum
12. Instructingindividualorsmallgroupsofstudents
13. Teachinglessonstoentireclass
14. Developingbehaviormanagementprograms
15. Discipliningstudents
16. Developinginstructionalmaterials
17. Evaluatingstudentperformanceandprogress
18. Recordingattendanceandmaintainingotherrecords
19. Settingupandmaintaininglearningcenters/adaptiveequipment
20. Inventoryingandorderingsupplies
21. Participatinginindividualizedprogramplanningmeetings,parentconferences,andotherschool-basedmeetings
22. Meetingandconferringwithparentsandfamilies
23. Consultingwiththerapistsandotherprofessionalstaffaboutastudent’sprogramandbehaviors
24. Maintainingaclean,safelearningenvironment
25. ParticipationinIEPmeetings
NOTE:BasedonactivitiescontainedinHandbookforSpecialEducationProfessionals,ByA.L.PickettandJ.Formanek,1982,NewYork,NY,andinGerlach,K.,1992,StrengtheningthePartnership:Issues,RolesandResponsibilities,OlympicESD,andinSupervisingParaprofessionalsinEducationalSettings:ATeamApproach,2ndEdition,PickettandGerlach,2003,Pro*ed,Austin,TX.
REMINDER:Theteacherhastheultimateresponsibilityforallinstructionalduties.Note:ThereisNOanswerkeyforthisactivity.Experience,training,etc.willaffectyourperceptionofwhetheritisateacheronlyorsharedrole.
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DISCUSSIONACTIVITY:RoleDescriptionExerciseComparisonofTeacherandParaprofessionalRolesRead the role description of the supervising teacher, and then write the job description for theparaprofessional. Roleperformedbythe
supervisingteacher Roleperformedbytheparaprofessional
ClassroomOrganization
PlansweeklyschedulePlanslessons/activitiesforentireclass,individualchildrenandparaprofessional.Plansroomarrangementandlearningcenters
Assessment AssessesindividualchildrenAdministersteststoentireclass
SettingObjectives Determinesappropriateobjectivesforclassandforindividualchildren
Teaching Teacheslessonsfortheentireclass,smallgroups,andindividualchildren
BehaviorManagement Plansbehaviormanagementstrategiesforentireclassandforindividualchildren
WorkingwithParents Meetswithparents
Initiatesconferenceswithparentsconcerningchild’sprogress
LessonPlanning PlanslessonsforstudentsPlansfortheparaprofessional
BuildingClassroomPartnership
Arrangesscheduleforconferences,sharesgoals&philosophywithparaprofessional,organizesjobdutiesforparaprofessional
AdaptedfromGerlach,Kent,Ed.D.andPickett,A.L.,(1992)StrengtheningthePartnership:Issues,RolesandResponsibilities
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Canyouthinkofinappropriaterolesforparaprofessionals?InappropriateRolesforParaprofessionalsAlthoughparaprofessionalshaveamoreexpansiveandflexiblerolethaneverbefore,someactivitiesareconsideredinappropriateforthem.Thereisconsiderableagreementthatthefollowingrolesarenotappropriateforaparaprofessional.Somestatesandprofessionalgroupsdeterminedthatparaprofessionalsshouldnotperformthefollowingactivities:1. Assignfinalgrades,fillsinreportcards2. Makeretentionandpromotiondecisions3. Administer,scoreandinterpretanassessmentinstrumentthatrequiressubjectivejudgment
(example:essaytests,diagnosticassessments)4. Assumefullresponsibilityofclassforindefiniteperiodoftime5. Makemajordecisionsastothesubjectmattertobetaught6. HastheprimaryresponsibilityforwritingIEP’s7. Teachesacademicsubjectmattertoanentireclass,withoutteacherpresent8. Substituteforcertificatedteacher,unlessparaprofessionalisrecognizedasanofficialsubstituteby
thestate9. Planindividualdailylessonsunlessspeciallytrainedorprogramispre-planned10. Consultwithothertherapistsorprofessionalsaboutastudentwithoutsupervisor’sapproval11. Reporttoparentsconcerningachild’sprogresswithoutsupervisor’sapproval12. Supervisestudentteachers13. AttendsIEPmeetinginplaceoftheteacher14. Workswithoutsupervision15. MakesprogrammabledecisionswithoutsupervisorapprovalDiscussion:ParaprofessionalRolesThefollowingiscitedinESEAasappropriaterolesforparaprofessionals–
§ Providingone-on-onetutoringforeligiblestudents;§ Assistingwithclassroommanagement(suchasorganizinginstructionalandothermaterials);§ Providingassistanceinacomputerlaboratory;§ Conductingparentalinvolvementactivities;§ Providingsupportinalibraryormediacenter;§ Actingasatranslator;and§ Providing,underthedirectsupervisionofateacher,instructionalservices.
Somestudieshavefoundthatparaprofessionalsreportbeing“responsible”fortheinstructionalprogramofastudentwhenthatistheresponsibilityoftheteacher(Giangreco,Edelman,Luiselli,&MacFarland,1997;Marks,Schneider,&Leving,1999;Wallace,Stahl,&MacMillan,2000).Paraprofessionalsreportedahighlevelofresponsibilityintheirjobs,suchas:decisionsregardingadaptations,behavioralsupport,andinteractingwithteammembersincludingparents(Downing,Ryndak,&Clark,2000).
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GuideforWorkingwithParaprofessionals
SpecialEducationTeacher GeneralEducationTeacher ParaprofessionalCasemanager Contentspecialist StudentsupporterCollaborator Instructionalleader TeachersupporterConsultant DatacollectorResourceteacher Thispersonhas: Thispersonhas: Thispersonhas:Informationaboutthestudent’sspecificneeds.
Informationaboutownteachingstyles
(thegeneraleducationteachermustasktheparaprofessional)
InformationabouttheIEP(modificationsandinstructionallyrelevantinformation)
Informationabouttheclass
Informationaboutthecurriculum
Thispersonneeds: Thispersonneeds: Thispersonneeds:Informationaboutteacher/styles
Informationaboutthestudent’sspecificneeds
(thegeneraleducationteachermustasktheparaprofessional)
Informationabouttheclass InformationfromtheIEP(modificationsandinstructionallyrelevantinformation)
(mustbedefinedandwrittendependingonstudentneeds)
Informationaboutthecurriculum
Preparelessons
Communicatestudentneeds Planinstructionalactivities Allocateresources Teachstudents Supportstudents Developawarenessofspecial
studentneeds
Supportparaprofessionals Consultwithspecialservicestaff
Monitorstudentprograms Evaluatestudentprogress Providestrategiesandinterventions
Supportparaprofessional
Prepareparaprofessional Beforeparaprofessionalclassroomdutiescanactuallybedefined,paraprofessionalsmustbegiveninformationfromboththegeneralclassroomteacherandthespecialprogramteacher.Onewaytousethischartistodeterminewhatinformationhasalreadybeensharedaboutthestudentsandabouttheclassroomorsubjectarea.Thenitwillbeeasiertodeterminewhatinformationstillneedstobesharedtoproperlysupportthestudents.
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TheParaprofessional’sRoleWhatAreYourMajorResponsibilities?Theworkperformedbyparaprofessionalswillvarydependinguponteachers’expectations,paraprofessional’sskillsandexperience,andjobassignment.Paraprofessionalsareprimarilyresponsibleforassistingandsupportingteachers,principals,andothercertifiedorlicensedstaffwith:
• Team-basedassignments.• Buildingandmaintainingeffectivecommunicationandrelationships.• Maintainingstudent-centered,supportiveenvironments.• Organizinglearningexperiencesforstudents.• Implementinglessonsinitiatedbytheteacherorrelated-servicespersonnel.• Assessingstudentneedsandprogressunderteacherdirection.• Maintainingasafelearningenvironment.• Exercisinggoodjudgment,flexibility,creativity,andsensitivityinresponsetochangingsituations
andneeds.• Assistintheinstructionalprocessandcommunicatingwiththeteachertheirperceptionsof
studentprogressandneeds.• Participateintrainingtodeveloptheknowledgeandskillstobecomeamoreeffective
paraprofessional.• Followingtheschoolphilosophies,guidelinesandprocedures.• Knowingandpracticinggoodprofessionalethics.• Usegoodjudgmentwhenunusualsituationsarise.
Canyouthinkofothers?LearningSchoolPoliciesandProcedures
1. Makesureyouknowwhoyourdirectsupervisoris.Supervisorsmaychangewhenassignmentschange.Youmaybeworkingwithseveralsupervisors.
2. Makesureyouknowthestateandlocalrequirementsforparaprofessionalswhoassistwithinstruction.3. Knowschoolpolicies,guidelines,andprocedures–askforthemiftheyhaven’tbeengiventoyou.4. Obtainacopyofyourjobdescription.5. Makesureyouunderstandthegoalsofyourteamandprogram,alongwithyourroleinhelpingto
achievethosegoals.6. Requestthebuildinganddistrictmissionstatement.Ifappropriate,requestthemissionstatementfor
specificprograms(TitleI,specialeducation,etc.).7. Makesureyouunderstandthe“chainofcommand”inthedistrict.8. Askaboutanyunionsoraffiliationsyouwillbeexpectedtojoin.9. Obtaininformationonfringebenefits,insurance,etc.10. Requestamapoftheschoolbuilding.Askforatourifyou’renotfamiliarwiththebuilding.11. Requestastaffdirectory.Exchangephonenumberswiththepeoplewithwhoyouwillbedirectly
working.12. Requestcopiesofanyparentorstudenthandbooks.13. Requestaschoolcalendarandascheduleofspecialevents.14. Requestacopyofthedistrict’sdisciplineproceduresandplaygroundpolicies.15. Requestacopyofthedistrict’sprofessionaldevelopmentcalendarorin-serviceofferingsfortheyear.16. Askaboutdistrictandcommunitycollegecourseofferingsandotherprofessionaldevelopment
opportunities.
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QuestionsThatNeedtoBeAnsweredWhatParaprofessionalsNeedtoKnowinWorkingwithTeachersandOtherSupervisors
1. Recognizetheroleoftheprincipalasthebuildingleader.2. Recognizethatyoursupervisingteacherhastheultimateresponsibilityforinstructionalplanningand
classroommanagement.3. Followthedirectionsandplansgiventoyoubyyourprincipaland/oryoursupervisingteacher.4. Askclarifyingquestionswheneveryoufeelthedirectionsarenotclear.5. Understandthedistinctionsbetweentherolesofparaprofessionalsandteachers.6. Askifthereisatimesetasideformeetingwithyoursupervisoronaregularbasis.7. Workundersupervisionwithinaframeworkofstandardpoliciesandprocedures.
AskWhattheAssignedTasksAreAskAboutYourRoleinSupportingCurriculumandInstructionAskAboutYourRoleinDealingwithStudentBehaviorAskAboutYourRoleinAssistingStudentswithSpecialNeedsAskAboutYourRoleinObtainingTrainingandProfessionalDevelopmentAskAboutYourRoleinMaintainingEthicalConductandProfessionalism
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We’ve learned …
Communication between the Teacher and the Paraprofessional
doesn’t always flow. Sometimes it leaks, spurts, and dribbles.
PlanningandWorkingTogether BasicStrategiesforClearCommunicationBetweenTeacherandParaprofessionalThere are a number of elements that must be present in any situation to insure clear channels ofcommunication.Somearecommonplaceandgenerallywellknown.Othersarethingswetakeforgrantedand,ifthemembersoftheteamarenotcarefulanddonotpayattention;positivecommunicationcanbeinhibited.Forexample:… Theattitudeandfeelingsofboththeteacherandparaprofessionalneedtobeknown,respected,and
understood.Teachersandparaprofessionalsneedtodealopenlywiththeirattitudesandfeelingstowardtheirrolesandduties,theirattitudestowardthestudentstheyworkwith,theirattitudestowardinstructionalstylesandmanagementandtheirattitudestowardthevalueoftheotherperson’scontributions.Whenfeelingsarenotsharedandopenlycommunicatedthenatureoftherelationshipwillnotgrowandtheteamwillnotbeeffective.
… Anunderstandingofthesimilaritiesanddifferencesbetweenthepeopleinvolvedintheteammustbe
recognizedandunderstoodrangingfromdifferentpointsofviewabouteducationalstrategiestodifferentvalues,differentculturalandreligiousheritage,differentlevelsofeducationandexperienceandotherfactorsthataffecttheworkingrelationship.
… Theteacherandparaprofessionalshouldactivelyseektodevelopandshareacommonvocabularyand
systemofnon-verbalcues.… Theteachermustmakesurethatdirectionsandexpectationsareclearlyunderstoodandthatthe
paraprofessionalisabletoperformtheassignedtaskpriortoimplementingtheactivityintheclassroom.… Theparaprofessionalmustbewillingtoaskforclarificationorassistanceiftheassignmentisnot
understood.… Theteachershoulddeterminewhatspecialinterests,strengths,andtrainingtheparaprofessionalhasthat
willcomplementandenhancehis/herownskillsandimprovethedeliveryofinstructionalprogramstostudents.
… Theteammustactivelyworktocreateaclimateofcooperation,trust,respect,andloyaltybymeeting
regularlytodiscussproceduresandtechniquesthatwillestablishandmaintainopenchannelsofcommunication.
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ASampleChecklist:ParaprofessionalsandInstructionTaskCompleted: HaveImetwithmysupervisor?
HaveIreviewedthelessonplan?
Arethedirectionsclear?
DoIfeeladequatelypreparedfortheinstruction?Aretheteacher’sobjectivesclear? DoIknowhowtobeginthelesson?
DoIknowwhattodowhenthestudentrespondsappropriately?
DoIknowhowtohandleinappropriateresponses?
AmIpreparedforoff-taskstudentbehavior?
DoIhavethematerialsready?
DoIfeelpreparedtousethematerials?
DoIhavetheteachingareaarrangedefficiently?
Istheteachingareacomfortableforthestudentandme?
DoIknowhowtoconcludethelesson?
AftertheLesson: HaveIrecordedbehavioralobservationsaboutthestudent?
HaveIcompletedtherecordofthestudent’sperformanceorasummary?
AmIreadytoevaluatethesessionwithmysupervisor?
HowwillIcommunicatetheresultsofthelessonwithmysupervisor?
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DiscussionExercise:EffectiveTeams,anAssessment(PartA) Circleyes,no,needsimprovementtothefollowingquestions:
1. Weareallinagreementaboutwhatwearetodohere.Ourmissionisclear.Goalsareestablished. YesNo NeedsImprovement
2. Theteamsharesaclearvisionofwhatneedstobedonetoaccomplishthegoals. Yes No NeedsImprovement
3. Rolesandresponsibilitiesofeachteammemberareclearlyestablished.Yes No NeedsImprovement
4. Theteamleadershiproleisclear. Yes No NeedsImprovement
5. Teamexpectationsarecommunicatedinaclimateoftrustandopenness.Yes No NeedsImprovement
6. Theteamknowseachperson’sroleinanydecisionsthathavetobemade.Yes No NeedsImprovement
7. Theteamisclearaboutwhatweexpectfromeachotherinordertogetthejobdone. Yes No NeedsImprovement
8. Teammemberskeeponeanotherinformedofissuesaffectingtheteam.Yes No NeedsImprovement
9. Theteamlistenstoeachother’sideas.Inputissolicitedfromallteammembers. Yes No NeedsImprovement
10. Teammembersrecognizedandappreciatedfortheworkwedo.Yes No NeedsImprovement
11. Theteamhasasetmeetingtime. Yes No NeedsImprovement
12. Themeetingtimeiseffectiveandproductive. Yes No NeedsImprovement
13. Theteamisproductiveandproudofouraccomplishments(teamspirit).Yes No NeedsImprovement
From Pickett, A. L., Gerlach, K. (2003) Supervising Paraprofessionals in Educational Settings. Austin, TX, Pro*ed
Effective teams should be able to answer yes to all of the above questions. Based on this assessment, our team can improve in the following areas:
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ParaprofessionalDailySchedule:ASample Weekof: Day:
DAILYSCHEDULE
Time
Student(s)
Comments
Supervisor(location)
PermissiontocopygrantedbyPacificTrainingAssociates
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ProfessionalandEthicalResponsibilitiesofParaprofessionalsParaprofessionalsmust:Ø maintainconfidentialityØ respectthelegalandhumanrightsofchildrenandyouthsandtheirfamiliesØ followschool-districtpoliciesforprotectingthehealth,safety,andwell-beingofstudentsØ demonstrateanunderstandingofdistinctionsinrolesofvariouseducationalpersonnelØ followthedirectionsofteachersandothersupervisorsØ followthechainofcommandforvariousadministrativeproceduresØ demonstratedependability,integrity,respectforindividualdifferences,andotherstandardsof
ethicalconductØ participateinstaffdevelopmentactivitiestoimproveperformance--NationalResourceCenterforParaprofessionals
ConfidentialityAccordingtoIDEA,schoolemployeesmustfollowguidelinestopreservetheprivacyrightsofstudentsandparents.Confidentialinformationreferstoallinformationaboutastudentincludingthefollowing:
• personalandfamilyinformation• social,behavioral,andpsychologicalactionsanddata• academicperformanceandprogress• programgoalsandobjectives
Paraprofessionalsmustcomplywithstrictguidelinesastohowandwithwhominformationisshared.Considerthefollowing:
• informationshouldbesharedonlywithstaffworkingdirectlywiththestudent• parentsrequestsforinformationshouldbereferredtothesupervisingteacher• paraprofessionalsshouldneverdiscussconfidentialinformationintheteacher’slounge• confidentialinformationshouldneverbesharedinanysettingotherthantheschoolandneverin
communitysocialsituations.“Aprofessionisformedwhenmembersofanoccupationagreethattheyhaveaknowledgebase,thatwhattheyknowrelatesdirectlytoeffectivepractice,thatbeingpreparedisessentialtobeingaresponsiblepractitioner,andthatunpreparedpeoplewillnotbepermittedtopractice.Untilmembersoftheprofessionbandtogethertoarticulateandenforcestandards,thedebatewillcontinue.”Darling-Hammond,L.,1990,TeachersandTeaching:SignsofaChangingProfession.InW.R.Houston,M.Haberman,&Sikula,J.(Eds.),HandbookofResearchonTeacherEducation,(pp267-290).NewYork:MacMillanPublishingCompany.
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ParaprofessionalCodeofEthics 1. Practicethestandardsofprofessionalandethicalconductapprovedbytheschool/districtagency.2. Recognizeandrespecttherolesofteachersassupervisorsandteamleaders.3. Recognizeandrespectthedifferencesintherolesofteachers,otherprofessionalpractitioners,and
paraprofessionals.4. Recognizetheteacher’sresponsibilitiesforplanninglearnerprograms,modifyingcurriculumand
instruction,assessinglearnerprogress,anddevelopingbehaviormanagementprograms.5. Performtasksthatarewithinanidentifiedscopeofresponsibilityforparaprofessionalsindifferent
positionlevels.6. Shareinformationwithparentsabouttheirchild’sperformanceasdirectedbythesupervisingteacher.7. Referconcernsexpressedbylearnersorotherstothesupervisingteacherorotherprofessional
practitioner.8. Shareappropriateinformationaboutlearner’sperformance,behavior,progress,and/oreducational
programonlywiththesupervisingteacherintheappropriatesetting.9. Discussconfidentialissuesandschoolproblemsonlywiththesupervisingteacherordesignatedpersonnel.10. Respectthedignity,privacy,andindividualityofalllearner’s,families,andstaffmembers.11. Refrainfromengagingindiscriminatorypracticesbasedonalearner’sdisability,race,sex,cultural
backgroundorreligion.12. Followtheguidelinesestablishedbythedistrictagencytoprotectthehealth,safety,andwellbeingofall
learnersandstaff.13. Representtheschooldistrictoragencyinapositivemanner.14. Followthechainofcommandestablishedbythedistricttoaddresspolicyquestions,systemissues,and
personnelpractices.15. Whenproblemscannotberesolved,utilizetheagency’sgrievanceprocedure.16. Participatewithadministratorsandotherstakeholdersincreatingandimplementingcomprehensive
systemsofprofessionaldevelopmentforparaprofessionals.17. Participateincontinuingstaffdevelopment.18. Knowschoolpoliciesandprocedures.
SupervisingParaprofessionalsinEducationalSettings:ATeamApproach,2ndEdition,PickettandGerlach,2003,Pro*ed,Austin,TX.
21©PacificTrainingAssociates2016,Seattle,Washington
HelpingorHovering?
EffectsofInstructionalAssistantProximityonStudentswithDisabilitiesJune1997,Giangreco,MichaelF.,Edelman,Susan,Luiselli,andT.E.,MacFarland
Abstract:Thisstudypresentsdataontheeffectsoftheproximityofinstructionalassistantsonstudentswithmultipledisabilitieswhoareplacedingeneraleducationclassrooms.Basedonextensiveobservationsandinterviews,analysesofthedatahighlightedeightmajorfindingsofeducationalsignificance,allrelatedtoproximityofinstructionalassistants.Categoriesoffindingsanddiscussioninclude(a)interferencewithownershipandresponsibilitybygeneraleducators,(b)separationfromclassmates,(c)dependenceonadults,(d)impactonpeerinteractions,(e)limitationsonreceivingcompetentinstruction,(f)lossofpersonalcontrol,(g)lossofgenderidentity,and(h)interferencewithinstructionofotherstudents.Thearticleconcludeswithimplicationsforpracticerelatedtopolicydevelopment,training,classroompractices,andresearch.
StudyConclusionsandImplicationsforPractice:Thefindingsofthisstudydemonstratethatthereareanumberofareasofconcernregardingtherolesofinstructionalassistantswhosupporttheeducationofstudentswithdisabilitiesingeneraleducationsettings.Thefollowingisalistofconsiderationsforfuturepolicydevelopment,school-basedpractices,training,andresearch.• Schooldistrictsneedtorethinktheirpoliciesonhiringinstructionalassistantsforindividualstudents.Theysuggestthatalternativesbeexploredthatincludehiringassistantsfortheclassroomratherthanan individual student. This would allow general and special education teachers to distributeinstructionalassistants’timeandjobresponsibilitiesmoreequitablytobenefitavarietyofstudents,bothwithandwithoutdisabilities.
• Schoolstaffandfamiliesneedtoreachagreementonwhenstudentsneedthecloseproximityofanadult, when that proximity can be appropriately provided through natural supports such asclassmates,andwhentoappropriatelywithdrawsupportsthatrequirecloseproximity.
• School staff and communitymembers (e.g., classroom teachers, special educators, parents) needawarenesstrainingontheeffectsandpotentialharmtochildrencausedbyexcessiveadultproximity,such as described in this study (e.g., loss of personal control, loss of gender identity, interferencewithpeerinteractions,dependenceonadults).
• Schoolteamsneedtoexplicitlyclarifytheroleoftheclassroomteacherastheinstructionalleaderinthe classroom including their roles and responsibilities as the teacher for their students withdisabilities.Itistheclassroomteacher’sroletodirecttheactivitiesofinstructionalassistantsintheircharge.
• School staff (e.g., classroom teachers, instructional assistants) should be afforded training in basicinstructional procedures that facilitate learning by students with special educational needs in thecontextof typicalclassroomactivities. Additionally, trainingshouldspecifically includeapproachesrelatedtodecreasingdependenceandfadingpromptsoftenassociatedwithexcessiveandprolongedproximityofadults.
• Students with disabilities need to be physically, programmatically, and interactionally included inclassroomactivitiesthathavebeenplannedbyaqualifiedteacherinconjunctionwithsupportstaffas needed (e.g., special educators, related services providers). Such changes in practice shoulddecreaseproblemsassociatedwithstudentswithdisabilitiesbeingisolatedwithintheclassroom
• The teacher should provide instructional assistants with competency-based training that includesongoing,classroom-basedsupervision.
• Instructionalassistantsshouldhaveopportunitiesforinputintoinstructionalplanningbasedontheirknowledgeof the student,but theultimateaccountability forplanning, implementing,monitoring,andadjustinginstructionshouldrestwiththeprofessionalstaff,justasitdoesforallotherstudentswithoutdisabilities.
22©PacificTrainingAssociates2016,Seattle,Washington
• Use of instructional assistants in general education classroomsmust increasingly be done inwaysthatconsidertheuniqueeducationalneedsofall students intheclass, ratherthan just thosewithdisabilities.
• Research on the aforementioned items should be ongoing in order to explore efficaciousways ofsupportingstudentsinourschools.
Thisstudysuggeststhatassigninganinstructionalassistanttoastudentwithspecialeducationalneedsin a general education class, though intended tobehelpful, andmay sometimes result in problemsassociatedwithexcessive,prolongedadultproximity. Inquestioningthecurrentuseof instructionalassistantsnotbeusedorthatthefieldreverttohistoricallyineffectivewaysofeducatingstudentswithdisabilities (e.g., special education classes, special education schools). We are suggesting that ourfuturepolicydevelopment,training,andresearchfocusondifferentconfigurationsofservicedeliverythat provide needed supports in general education classrooms, yet avoid the inherent problemsassociatedwithourcurrentpractices.Undoubtedly,theseserviceprovisionvariationswillnecessarilyneed to be individualized and flexible to account for the diverse variations in students, teachers,schools, and communities acrossour country. Wehope thatby raising the issuespresented in thisstudy, we can extend the national discussion on practices to support students with varyingcharacteristics in general education classrooms and take corresponding actions that will beeducationallycredible,financiallyresponsible—helping,nothovering!Giangreco,MichaelF.,Edelman,Susan,Luiselli,andT.E.,MacFarland,(1997),ExceptionalChildren,Vol.64,No.1,pp.7-18,CouncilforExceptionalChildren
EthicalIssue–One-on-OneParaprofessionals:Isthisthemosteffectiveservicedeliverysystem?Thereisnoquestionthatparaprofessionalsplayanincreasinglyprominentroleineducatingstudentswithdisabilitiesinthegeneraleducationclassroom.Theirroleintheclassroomhasexpanded,basedonthebeliefthattheyareakeysupportmechanismtooperationalizeinclusiveeducationeffortsparticularlyforstudentswithseveredisabilities(Giangreco,BroerandEdelman,2001).Giancrecovoicestheconcernthatparaprofessionalsinsomeinstanceshavereplacedtheuseofthemostqualifiedteachersforstudentswiththemostintensiveneeds.Inaddition,hisresearchhasdocumentedthatstudentswithdisabilitieswhowereplacedinageneraleducationsettingwithaone-on-oneparaprofessionalhadlessgeneraleducationteacherengagementthanwhentheparaprofessionalwasprogram-orclassroom-based(Giangreco,2001).DISCUSSIONACTIVITY:Whataresomeoftheethicalconsiderationswhenaparaprofessionalworksone-to-onewithastudent?
23©PacificTrainingAssociates2016,Seattle,Washington
EffectsofParaprofessionalProximity
Challenge Exampleofthechallenge Exampleofhowthechallengecanbeaddressed
Interferencewithownershipandresponsibilitybygeneraleducationteachers
Whenaskedwhyaclassroomteacherdidnotlistthenamesofthestudentwithdisabilitiesinhisgradebook,hisresponseis,“Someoneelseisresponsibleforthatstudent’sassessment.Iamresponsiblefortheother26studentsinmyclass.”
Thegeneraleducatorcanincludethenamesofallofthestudentsintheclassroomgradebook.Theparaprofessionalcansolicittheinformationfromtheappropriateteammembersandenteritinthegradebook.
Separationfromclassmates Theparaprofessionalsitswiththestudentatthebackoftheroomnearthedoor.Thespecialeducatorpullsthestudentoutoftheclassroomforinstruction.
Thestudentcansitnexttoapeerinthemiddleoftheroom.Thespecialeducatorcanprovideinstructionintheclassroomduringreadingtime.
Studentsdependenceonadults Theparaprofessionalgathersandcarriesallofthestudent’smaterialstoeveryclass.
Theparaprofessionalcanteachthestudenttouseapictureschedulelist(withmaterials)foreachclass.Peerscanhelpthestudentgatherandcarrythematerials.
Reducedstudentinteractionwithpeers
Theparaprofessionalsitswithstudentsatlunch.
Theparaprofessionalcansupervisemanystudentsinthecafeteriawithoutsittingatthestudent’stable.
Limitedinstructionfromlicensedteachers
Theparaprofessionaldesignsandimplementsthemajorityoftheinstructionforthestudentwithdisabilities.
Theteamcanimplementcollaborativeteaching.
Lossofstudent’spersonalcontrol Theparaprofessionalmakesallofthedecisions(e.g.,whothestudentworkswith,whatcolormarkerthestudentuses,whenthestudentcomesandgoesintheclassroom)forthestudent.
Thestudentistaughthowtomakechoices,andtheadultsrespondtothosechoices.
Interferencewiththeinstructionofotherstudents
Theparaprofessionalisprovidingparallelinstructiontothestudentwithdisabilities.Whensheisspeakingtothestudent,classmatesfocusonherinsteadoftheinstructionbeingprovidedbythegeneraleducator.
Theteamcanadapttheinstruction(i.e.,contentandprocess)tofacilitatetheinclusionofthestudentwithdisabilities.Theteamcanstructuresmall-groupworkinwhichbothadultsaresupervisingandthelearningoutcomesforallstudentsareclear.
Source:Giangreco,Edelman,Luiselli,andMacFarland(1997).
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SampleMeetingTopicsfortheBeginningoftheSchoolYearTime:Whenwilltheparaprofessionalassisttheteacherwithinstruction?Wherewilltheparaprofessionaldelivertheinstruction?Whatisthetimeframeforthelesson/activity?Roles:Whatstudentswilltheparaprofessionalworkwith?Whatwillbetheformatoftheteacher-designedlessonplans?Whowillpreparematerials?Whatistheroleoftheteacher?Whatistheroleoftheparaprofessional?Management:Whenwilltheparaprofessionalandteacherplantogether?Howwilltrainingintheinstructionalapproachbeprovided?Howandwhenwillfeedbackbeprovided?Whatotherresponsibilitieswilltheparaprofessionalhaveandistheretimetocompletethem?CurriculumandInstruction:Howisthelessontobetaught?Whatistheinstructionalstyle?Whatskillsandknowledgearenecessarytoteachitthatway?Whatisthebehaviormanagementstrategytobefollowed?Whatistobeusedtoprovidereinforcementandfeedbacktothestudents?Whatcurriculummaterialsaretobeused?Whatdatawillbecollectedonstudentprogressandwhatprocedureswillbeused?
Canyouthinkofotherdiscussiontopics?Adaptedfrom:Gerlach,K.“Let’sTeamUp,”2011,NEAProfessionalLibrary
25©PacificTrainingAssociates2016,Seattle,Washington
ParaprofessionalOrientationAssignmentEachsectionbelowispresentedasaseriesofquestions.Revieweachofthequestionsandcirclethenumbersof those questions that you feel are appropriate questions for the orientation of paraprofessionals. Reviewthesecircleditemsomakesurethatyouhaveidentifiedalltheimportantones.Reviewyourschooldocumentsandfillintheinformationinthespacesprovidednexttothosequestionsthatyouhavecircled.Areyouabletoanswerthefollowing?DistrictandSchoolStructure1. Whatarethenamesofcentral
officeadministrators? 2. Whoistheprincipaloftheschool?
Theofficestaff?Thecustodian? 3. Asaparaprofessional,whoevaluatesme?
HowoftenamIevaluated? 4. HowoftenamIpaid?Whatfringebenefits
doIreceive? 5. WhodoIaskfortimeoffforpersonal
appointments?WhodoIcallwhenI’mill? 6. Whatisthedistrictpolicyondiscipline?
Detention?Callstoparents?Expulsion? 7. Isthereanorganizationunionorjobaffiliation
forparaprofessionals? 8. IfI’mabsent,isthereasubstituteforme?
SchoolrulesandRegulations1. Isthereaprocedureformetocheckinandout
ofschool? 2. ExactlywhattimedoIarriveatschool?Gohome? 3. Whendothechildrenarrive?Whendotheygohome? 4. Whattimearethechildren’srecessandlunchbreaks?
Whatisthebellschedule? 5. Whatarethefireorearthquakedrillprocedures?
WhatamItododuringafireorearthquakedrill? 6. Whataretheplaygroundrulesforchildren?What
equipmentisontheplaygroundandwhataretherulesforthatequipment?Whatotherplaygroundtoys,balls,bats,etc.areallowed?Aretherespecialrulesforsuchequipment?
7. Whataretheschoolrulesforconductinthelibrary,thehalls,therestrooms,andthecafeteria?
8. Whatistheprocedureforusingthetelephoneatschool?Forme?Forthechildren?
9. Wherearetheaudio-visualmaterialsstoredatschool? HowdoIcheckoutmaterialstouseintheclassroom?
10. Whereareclassroomsuppliesstored?Whatistheprocedureforobtainingsuppliesfortheclassroom?
11. AretherespecialschoolformsthatIwillbeusing?Tardyslips?Materialsrequisitionslips?Libraryoraudio-visualcheckoutslips?Attendancerecords?
26©PacificTrainingAssociates2016,Seattle,Washington
Discipline1. HowmuchauthoritydoIhavewithchildreninthe
schoolthatarenotassignedtoourclassroomorprogram? 2. WhatdoIdoifIseechildrenmisbehavingandthere
isnoteacheraround?Inthehall?Ontheplayground?Inthelibrary?
3. MayIsendchildrenoutoftheroomtotheofficeiftheymisbehave?Intothehallway?Toanotherplace?
4. Otherdisciplinequestions?
GeneralQuestions1. WhatdoIdoiftheteacherisabsent?HowcanI
assistthesubstituteteacher?Willmyrolechange?inanywaywithasubstitute?
2. HowcouldIbereachedatschoolinanemergency? 3. HowamIpaid?Districtfunds?Specialstateor
governmentfunds?Specialgrant?Titlefunds?SpecialEducation?
4. WhendoItakeabreak? 5. AmIexpectedtogotostaffmeetings? 6. AmIexpectedtoparticipateinstaffdevelopment
activities?
EthicsandConfidentialityThefollowingquestionshavenorightorwronganswers. Answerswilldifferaccordingtothespecialcircumstancesthatapplytoeachsituation.Thesequestionsareincludedasexamplesofsituationstoconsiderasaparaprofessional.1. MayIreadinformationonachild’scumulative
folder? 2. MayIreadachild’sIEP? 3. WhatifachildsharesafamilyeventthatIknowis
confidential? 4. WhatdoIdoifoneofthestafflosescontrolandyells5. orswearsorthreatensthechildren? 6. WhatdoIdoifIexpectachildisbeingabused?
AdaptedfromShepard,Linder,(1979),ClassroomAideHelper,VolkPublishing,PaloAlto,CA
Canyouthinkofotherquestions?
27©PacificTrainingAssociates2016,Seattle,Washington
Paraprofessional’sNeedsTrainingAssessment
AreasinWhichTrainingisNeeded Now IntheFuture Never
TeamRoles Teamcommunication Rolesandresponsibilities Ethicalandlegalresponsibilities Adultcommunication Effectiveworkingrelationships Conflictmanagement Problem-solvingstepsandprocesses Stressmanagement Timemanagement Instruction Followinglessonplans Implementingcurricularadaptations Levelsofsupportforstudents Gettingtheattentionofstudents Maintainingactivestudentparticipation Basicmathematicalconcepts Mathcomputationskills Usingpublictransportationsystemswithgroupsofstudents Mathstandards Creatinginstructionalmaterials Techniquesforreadingtoandwithstudents Readingstandardsatthestateanddistrictlevel Writtenlanguageskills Developmentalprocessofwrittenlanguage Engagingstudentsinorganizingandproducingwrittenlanguage Writtenlanguagestandardsatthestateanddistrictlevel InstructionalTechnology Operateaudio-visualequipment,copymachines,faxmachines, computers
Augmentativecommunicationsystems Createlow-techcommunicationdevices Behavior Principlesofbehaviormodification Functionsofbehavior Teachingrules,procedures,androutines Datarecordingandreporting Principlesofcommunicationwithstudents Managementstrategiesforminorbehaviorproblems Facilitatingfriendshipsamongstudents Definebehaviorintermsthatstudentscanunderstand Directinstructionalmethodstoteachbehavior Contingencyreinforcement
AreasinWhichTrainingisNeeded Now IntheFuture Never
28©PacificTrainingAssociates2016,Seattle,Washington
Teachrules,routines,andproceduresforsmallorlargegroupsof students
Behaviormanagementtechniques Antecedents,behaviors,andconsequences Logicalandnaturalconsequencesthatarepositiveandnonaversive
Redirect,reframe,andreinforcebehaviors Purposesfordatacollection Usedatarecordingforms Durationandfrequencydata SpecialEducation Specialeducationlaws Legalrightsofstudentswithdisabilities Howstudentsqualifyforspecialeducationservicesand504plans Stepsandprocessesofspecialeducationservices Valuesandrationaleforinclusionofstudentswithdisabilities Disabilitycategories Needsofstudentswithdisabilities Assessinginformationaboutdisabilities,syndromes,andmedical conditionsontheInternet
HumanGrowthandDevelopment Conceptsofhumanlearning Studentsatrisk Typicallanguagedevelopment HealthandSafety Health,safety,andemergencyproceduresandpractices Maintainingphysicalhealthandsafetyofstudents Reportingchildabuse,orotherillegalordangerousbehavior Health-relatedcareinschoolsettings Medicallyfragilechildren Roleoftheschoolnurse Delegationofhealth-relatedproceduresandtheparaprofessionalrole
CulturalDiversity Identifyingculturallybasedhabitsandpatterns CommunicationcharacteristicsofEnglishspeakersandnon-English speakers
Diversityinculturalheritages,lifestyles,andvaluesystems StudentSupervision Lunchroomsafetyprecautionsandfirstaidspecifictochokingand aspiration
Signalsforgettingstudents’attentioninthelunchroomandplaygrounds
Eatingproceduresforstudentswithspecialeatingneeds Naturalsupportsforstudentswithspecialneeds
AreasinWhichTrainingisNeeded Now IntheFuture Never
Teachingprosociallunchroombehavior
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Rulesandinstructionalmethodsfortypicalplaygroundgames Safetyprecautionsforchildrenusingplaygroundequipment Teachingprosocialplaygroundskills Principlesofplaygroundsupervision Establishrules,routines,andproceduresforbusriding Maintainorderonthebus Emergencysafetyprocedures Busoperationprocedures Mediateconflictsamongstudentsontheplayground Playgroundpeermediationprograms InstructionTechnology Developmentofcommunication Assertivetechnology Adaptiveequipment Computeruseforinstruction TransitionPrograms Transitioningstudentstovocationalorcareertraining Employmentorcareer-trainingoptionsandvocationalprograms Careerplanning Marketingandjobdevelopment Jobsiteanalysis Self-determinationforstudents EnglishLanguageLearners LawsandcourtrulesregardingEnglishlanguagelearners EducationservicesforEnglishlanguagelearners WorkingwithstudentswhoarelearningEnglishasasecondlanguage
ProgramsforEnglishlanguagelearners Understandhowculturaldifferencesaffectteachingandlearning Helpingnewcomersadjust Secondlanguageacquisition Factorsthatinfluencelanguageacquisitioninschools Instructionalmethodsusedinbilingualclasses Whentousethefirstlanguageandwhentousethesecondlanguage
StrategiesandtechniquesusedinshelteredEnglishinstruction Copyright©2002byCorwinPress,Inc.PrintedfromManagingParaprofessionalsinYourSchoolbyNancyK.French,withpermission.
30©PacificTrainingAssociates2016,Seattle,Washington
ACTIVITY:WorkshopPostTest
1. Defineparaprofessional.
2. Whatarethebenefitsinutilizingparaprofessionalswithineducationprograms?Forstudents?Forteachers?
3. Whyisthesupervisionofparaprofessionalsessential?
4. Whataretheteacher’sresponsibilitiesinplanningfortheparaprofessional?
5. Whatshouldbeincludedinaparaprofessional’sjobdescription?
6. Whatshouldbeincludedintheorientationprovidedtoaparaprofessional?
7. Whyisateamapproachimportant?
8. Explaintheimportanceofsettingasidearegularconferencetimefortheteacherandparaprofessional.Whatareappropriatetopicsfortheconference?
9. Inpreparingtheparaprofessionaltoassistinandsupportinginstruction,whatstepsshouldtheteachertake?
31©PacificTrainingAssociates2016,Seattle,Washington
Words of Wisdom Help each other be right, not wrong. Look for ways to make new ideas work, not for reasons they won’t. If in doubt, check it out. Don’t make negative assumptions about each other. Help each other be successful, and take pride in each other’s success. Speak positively about each other and about your school and educational programs at every opportunity. Maintain a positive mental attitude no matter what the circumstances. Act with initiative and courage, as if it all depends on you. If you need assistance … ASK … mentor one another. Do everything with enthusiasm: it’s contagious!
Don’t lose Faith.
Enjoy what you do! HAVE FUN!
-- Kent Gerlach, Ed.D.
32©PacificTrainingAssociates2016,Seattle,Washington
Kent Gerlach, Ed.D., Biography KentGerlachhasbeenrecognizednationallyforhiscontributions,research,andpublicationsonparaprofessionalissues(employment,trainingandsupervision),
collaboration,team-building,specialeducationlawandissuesofchildabuse.Kenthaspresentednumerousprofessionaldevelopmentworkshopsforteachers,paraprofessionals,andadministratorsthroughouttheUnitedStatesandCanada.Inaddition,hehasservedasaKeynotepresenteratmanyeducationalconferencesforlocalschooldistrictsandstateeducationalagencies.Kenthasauthoredseveralarticles,bookchapters,andprofessionaldevelopmentmaterialsthatdealwiththerolesofparaprofessionalsandtheirsupervisors.Theseincludeeffectivecommunicationandteambuildingstrategies,supervision,andthelegalandethicalissuesconcerningparaprofessionalrolesininstruction.HealsohaspresentedworkshopsonchildabuseandneglectasservesasatrainerformandatoryreportersintheStateofWashingtonandCalifornia.Heco-authoredthetexts“SupervisingParaprofessionalsinEducationalSettings”and“ParaprofessionalsintheSchools,”bothpublishedbyPro-ed,Austin,Texasand“Let’sTeamUp,”aChecklistforTeachers,ParaprofessionalsandPrincipals,publishedbyNPR,Inc.(NationalProfessionalResources,Inc.),Naples,FloridaandadistributedbytheCouncilforExceptionalChildren.KentisaProfessorEmeritusintheSchoolofEducationandKinesiologyatPacificLutheranUniversityinTacoma,WashingtonandhasheldfacultyappointmentsattheUniversityofWashington(Seattle),UniversityofTexas(Austin),UniversityofHawaii,andAugustanaUniversity(SiouxFalls).KentcurrentlyservesasaconsultantwithPacificTrainingAssociates(Seattle,)ComprehensiveSchoolSolution(CSS.NPRinc.ComNaplesFlorida)andScenarioLearning,(Cincinnati,Ohio).KentistherecipientofseveralteachingawardsincludingthePLUFacultyAchievementAwardandthePLUTeachingExcellenceAward.KentcurrentlyservesasaresearchconsultanttotheWashingtonStateOfficeoftheSuperintendentofPublicInstructionandtheWashingtonStateProfessionalEducatorsStandardsBoard.Inaddition,KenthasservedasconsultanttoseveralnationalorganizationsincludingtheCouncilforExceptionalChildren(CEC),theNationalEducationAssociation(NEA),AmericanSpeechandHearingAssociation(ASHA),theIDEAPartnerships(WashingtonDC.,theU.S.DepartmentofEducation(OSEP),RecruitingTeachers,Inc.,Boston,Massachusetts,andtheNationalDirectorsofSpecialEducation(NASDE).CurrentlyheservesontheEditorialBoardsoftheCouncilforExceptionalChildren(DivisionofAutismandDevelopmentalDisabilities(DADD),andtheCEC/TeacherEducationDivision(TED),Kentcontinuestobeanadvocateforeducationalpolicyandstandardsconcerningparaprofessionalsandtheirsupervisionandforsafeschoolinitiativesandpolicy.
KentGerlach,Ed.D.
[email protected]@gmail.com
253.535.7272office/206-849-2097(cell)253.535.7184fax
PacificTrainingAssociates(Seattle):206-723-1110
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ComprehensiveSchoolSolutions
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