The Training and Supervision of Paraprofessionals

1. The Training and Supervision of Paraprofessionals

2. Where Do They Work? • In education, paraprofessionals, also known as teacher aides, work in a variety of programs including: compensatory education and special education

3. What Is Compensatory Education? • Federally funded and state funded programs developed to compensate for the disadvantages that some students face, which place them at-risk for academic failure • Risk factors related to environment • Strongest Risk-Factor: • Family Income • Additional Risk-Factors: • Parent’s educational level • Limited English proficiency • Others???

4. Compensatory Ed • Federal Programs for 0-5 Year Olds & Their Families • Early Start • Head Start • Even Start Family Literacy • Federal Programs for Elementary and Secondary Students • Title I • State Programs for Preschool-Age Children • State PreK

5. What Is Special Education? • Services for children with developmental delays and disabilities whose impairment adversely affects their learning • Identified areas of disability according to IDEA • Developmental Delay (birth –age 9) • Serious Emotional Disturbance • Specific Learning Disabilities • Speech & Language • Deaf (including Hearing Impairment) • Blind (including Visual Impairment) • Mental Retardation • Orthopedic Impairment • Multiple Disabilities • Deaf-Blind • Autistic • Traumatic Brain Injury • Other Health Impaired

6. What Are Paraprofessionals? • Paraprofessionals are school employees who: • (1) Work under the supervision of teachers or other licensed/certificated professionals who have responsibility for – • a) Identifying learner needs, • b) Developing and implementing programs to meet learners needs, • c) Assessing learner performance, and • d) Evaluating the effectiveness of education programs and related services, and • (2) Who assist with the delivery of instructional and other direct services as assigned and developed by certified/licensed professional practitioners. - (Pickett, 2002)

7. Special Ed Legislation • IDEA -1997 Amendments • A State may allow paraprofessionals and assistants who are appropriately trained and supervised, in accordance with State law, regulations, or written policy, in meeting the requirements of this part to be used to assist in the provision of special education and related services to children with disabilities under Part B of the Act. [34 CFR §300.136(f)]

8. Legislation • No Child Left Behind (NCLB), 2002 - • New Paraprofessionals • Each local education agency receiving assistance under this part shall ensure that all paraprofessionals hired after the date of enactment of the No Child Left Behind Act of 2001 and working in a program supported with funds under this part shall have -- • [Title I, Section 1119/b]

9. Compensatory Ed Legislation • NCLB, 2002 - • New Paraprofessionals, continued • Completed at least 2 years of study at an institution of higher education; • Obtained an associate’s (or higher) degree; or • Met a rigorous standard of quality and can demonstrate, through a formal State or local academic assessment - • Knowledge of, and the ability to assist in instructing reading, writing, and mathematics; or • Knowledge of, and the ability to assist in instructing reading readiness, writing readiness, and mathematics readiness, as appropriate. [Title I, Section 1119/b] • Existing paraprofessionals must meet requirements within 4 years after enactment (by January 8, 2006)

10. Legislation • NCLB, 2002 - • A little more….. • “Paraprofessional” - an individual who performs instructional support duties and not to an individual performing only non-instructional duties • All paraprofessionals must have High School diploma or equivalent. • Requirements do not apply to those working as translators (if paraprofessional is proficient in English and a language other than English) or paraprofessionals working solely on parental involvement activities • - Draft Non-Regulatory Guidance

11. NCLB • What About Special Education? • If a person working with special education students does NOT provide any instructional support (only personal care services), the person is not considered a paraprofessional and the requirements do not apply. • If a person works in a Title I targeted assistance program and has instructional support duties and is paid with Title I funds, the requirements apply. • If a person works in a Title I school-wide program (school) and has instructional support duties, the requirements apply without regard to the source of funding that supports the position. • - Draft Non-Regulatory Guidance

12. NCLB • What is included in “Courses of Study”? • Paraprofessionals should be able to demonstrate knowledge and the ability to assist in instructing in the areas of reading, writing, and math…Paraprofessionals are expected to have a working knowledge of these academic areas. • Each State may determine what requirements, if any, it may choose to place on the coursework taken during the two years of study. • - Draft Non-Regulatory Guidance

13. More about: 2 yrs of Study • State definition of “full time study” • HEA definition of “institution of higher education” • Admits only HS graduates, or equivalent • Legally authorized by state • Bachelor’s or 2 year credit toward • Public or other non-profit institution • Accredited - Draft Non-Regulatory Guidance

14. NCLB • What is the purpose of the ASSESSMENT? • The purpose of the academic assessment is to demonstrate that Title I paraprofessionals have the appropriate knowledge and ability to assist in instructing students and are competent in required instructional techniques and academic content areas. • The paraprofessional assessment is expected to evaluate paraprofessional candidates at a level to the second year of college. Having skills at this level is the intent of the law. • - Draft Non-Regulatory Guidance

15. More about: Assessment • State or local assessment • Knowledge of and ability to assist in instructing • Reading, writing, math, or readiness • Need not be “paper & pencil test” • Must be valid, reliable, documented • No USDE approval, but SEA approved • Not just basic competencies • Rigor: second year of college Check with your State or Local Education Agency - Draft Non-Regulatory Guidance

16. Paraprofessional Roles • The following is cited in NCLB as appropriate roles for paraprofessionals - • Providing one-on-one tutoring for eligible students; • Assisting with classroom management (such as organizing instructional and other materials); • Providing assistance in a computer laboratory; • Conducting parental involvement activities; • Providing support in a library or media center; • Acting as a translator; • Providing, under the direct supervision of a teacher, instructional services

17. Paraprofessional Roles • The Study of Personnel Needs in Special Education (SPeNSE, 2001) found that while there were differences by region and district regarding the types of services paraeducators provided, the majority of special education paraeducators, nationwide, spend at least 10% of their time on each of the following activities: • Providing one-on-one instruction; • Providing instructional support in small groups; • Modifying materials; • Implementing behavior management plans; • Monitoring hallways, study hall, other; • Meeting with teachers; • Collecting data on students; and • Providing personal care assistance.

18. Supply and Demand • The National Center on Educational Statistics reported a • 48%increase in instructional paraprofessional employment in education compared to a 13% increase in student enrollment and an 18% increase in teacher employment between the years 1990 and 1998 (NCES, 2000).

19. How Do Paraprofessionals Fit Into the Organizational Structure? • What Is the Organizational Structure of School Districts and Schools? • Bureaucracies • Hierarchies Superintendent l Principal

20. Bureaucracies Distinguished by: • Governing rules –often rigid • Division of labor • Chain of command • Specializations

21. Bureaucratic Structure of Schools • Pyramidal • Senior Management (Principal/Asst. Principals) • Middle Management (Dept. Heads/Coordinators) • Floor Supervisors (Teachers) • Floor Workers (Aides) • Horizontal and vertical components • Research indicates that restructuring usually results in the elimination of middle management positions

22. Vertical Structure • Hierarchy • Provides the conduit for authority to flow, traditionally from top down (scalar principle) • Delegation entails assignment of authority from super-ordinate to subordinate • Units may be centralized or decentralized • Unity of command means each employee has a supervisor

23. Vertical Structure • Span of control refers to number of staff under one manager • Positions: • Line relationship: Position of authority over others super-ordinate l subordinate • Staff relationship: Advisory or support lateral -> position

24. Power and/or Authority • Authority: right of supervisor to direct subordinates; flows from chain of command; vested in position, not person • Power: ability to influence the behavior of others; may derive from: management, ability to reward, expertise, and/or respect

25. Horizontal Structure • Departments with specialized • Functions • Territory • Product • Processes • Customers

26. Structure: Coordination • Mechanisms • Hierarchy’s elements: order, positions, etc. • Communication • Supervision • Standardization of work, products, skills • Policies & procedures • Committees • Planning

27. Tools for Management • Structure • Organizational design • Viewed today as means for competitive edge if the design is well matched to needs • All the elements of structure • For example, position descriptions, distribution of authority • Use of specialization and coordination, etc.

28. What makes a leader? • Employee-centered vs. production-centered approach • Blake and Mouton (1964), and Likert (1961), use a two dimensional grid Hi Country clubmanagement Teammanagement Concern for people Impoverishedmanagement Authoritycompliance Lo Lo Hi Concern for production

29. Management: Theory X and Theory Y • Management styles: Douglas McGregor (1960) polarised (caricatured?) managers’ attitudes • Theory X: • Average person has an inherent dislike of work • People must be coerced, controlled, directed, threatened with punishment • Average person prefers to be directed, and wishes to avoid responsibility

30. Theory X and Theory Y • McGregor suggested: • Theory Y • Physical and mental effort is as natural as play or rest • Man will exercise self-direction for objectives to which he is committed • Commitment to objectives is a function of reward • Average person learns to accept and seek responsibility • Imagination and creativity is widely distributed • People’s potentials are only partially utilised "When one treats people with benevolence, justice and righteousness, and reposes confidence in them, the army will be united in mind and all will be happy to serve their leaders.” Sun Tzu (circa 400 BC)

31. Theory Z • Theory Z: WS Ouchi, 1980s • Well managed companies in US and Japan had lifetime employment, collective decision making, promotion from within, non-specialised career paths • Characterised as a “democratic” management style Theory Y Objective setting (Laissez Faire) Theory X Autocratic Your style might be anywhere in this continuum Theory Z Democratic

32. Supervision • NCLB, 2002 - • What does NCLB say? • A paraprofessional works under the direct supervision of a teacher if the teacher plans the paraprofessional’s instructional activities and evaluates the achievement of the students with whom the paraprofessional works • The paraprofessional also would be required to work in close proximity of the teacher • - Draft Non-Regulatory Guidance

33. Supervision • There is a difference between the person responsible for hiring and evaluating performance (an administrator), and the person directing day-to-day work with students (an educator or other licensed person). • As early as the 1960s, there was evidence that “supervision” was needed for paraprofessionals to provide instructional services (Esbenson, 1966, Blessing, 1967). • Teachers must learn strategies for supervising paraprofessionals -- beginning in their teacher preparation programs. And, administrators must promote effective instructional supervisory relationships and create infrastructures that reward teams.

34. Supervision • There is a need for administrators and teachers to find opportunities for licensed staff and paraprofessionals to be able plan together. • Often reported as reasons why paraprofessionals leave their positions: • Lack of advancement opportunity • Poor salary • Lack of administrative support • Lack of respect • Factors affecting self-esteem (Riggs & Mueller, 2001) • being involved in team meetings for students with whom they work • being provided with adequate break time • having adequate substitute coverage • being perceived as a “team member” working “along side of” the teacher

35. Supervision - • Six major themes associated with respect, appreciation, and acknowledgement of paraprofessionals (Giangreco, Edelman, & Broer, 2001) • Nonmonetary signs and symbols of appreciation • Compensation • Being entrusted with important responsibilities • Noninstructional responsibilities • Being listened to • Orientation and support • Competencies for Teachers (Wallace, Shin, Bartholomay, & Stahl, 2001) • Communication with Paraprofessionals • Planning and Scheduling • Instructional Support • Modeling for Paraprofessionals • Public Relations • Training • Management of Paraprofessionals

36. Some Supervision Issues • Some studies found that paraprofessionals reported being “responsible” for instructional program of a student, when that is the responsibility of the teacher (Giangreco, Edelman, Luiselli, & MacFarland, 1997; Marks, Schrader, & Leving, 1999; Wallace, Stahl, & MacMillan, 2000). • Paraprofessionals reported a high level of responsibility in their jobs, such as: decisions regarding adaptations, behavioral support, and interacting with team members including parents (Downing, Ryndak, & Clark 2000).

37. Some Supervision Issues • Lack of planning time between teachers and paraprofessionals (Wallace, Stahl, & Johnson, 2003). • Many paraprofessionals work in multiple classrooms each day (Wallace, Stahl, & Johnson, 2003). • More than 80% of the paraprofessionals reported spending half or more of their day on instructional tasks and yet only about 40% reported having received training in reading, writing, or math instruction (Wallace, Stahl, & Johnson, 2003). • Half of the paraprofessionals reported that their job descriptions accurately reflected their duties (Wallace, Stahl, & Johnson, 2003).

38. Some Supervision Issues • Lack of planning time between teachers and paraprofessionals (Wallace, Stahl, & Johnson, 2003). • Sixty-seven percent reported receiving specific or non-specific instructions/suggestions for their work from the person who directs their day-to-day work, while 17% reported receiving no real consistent direction (Wallace, Stahl, & Johnson, 2003). • Paraprofessionals who felt their planning time was adequate reported most often that they had daily (43%) and weekly (24%) planning time with the person who directs their work (Wallace, Stahl, & Johnson, 2003). • Nearly 90% of the paraprofessionals reported feeling like a valued member of the instructional team(Wallace, Stahl, & Johnson, 2003).

39. Responsibilities for Teachers

40. Responsibilities for Teachers

41. Responsibilities for Teachers

42. Responsibilities for Teachers

43. Responsibilities for Teachers

44. Responsibilities for Teachers Adapted from Strengthening and Supporting Teacher/Provider-Paraeducator Teams: Guidelines for Paraeducator Roles, Supervision, and Preparation, by A.L. Pickett, 1999 - National Resource Center for Paraprofessionals.

45. Responsibilities of Teachers with Regard to Paraprofessional Supervision (Pickett and Safarik, 2003 in Pickett and Gerlach, 2003) • Participate in supervision training prior to using a paraprofessional and upgrade supervision knowledge and skills on a regular basis. • Participate significantly in the hiring of the paraprofessional for whom he or she will be responsible. • Inform the family and student about the level (professional vs. paraprofessional), frequency, and duration of services, as well as the extent of supervision. • Review each individual plan with the paraprofessional at least weekly. • Delegate specific tasks to the paraprofessional while retaining legal and ethical responsibility for all services provided or omitted. • Sign all formal documents (e.g., IEPs, reports). • Review and sign all informal progress notes prepared by the paraprofessional.

46. Responsibilities of Teachers with Regard to Paraprofessional Supervision (Pickett and Safarik, 2003 in Pickett and Gerlach, 2003) • Provide ongoing on-the-job training for the paraprofessional. • Provide and document appropriate supervision of the paraprofessional. • Ensure that the paraprofessional performs only tasks within the scope of the paraprofessional’s responsibility. • Participate in the performance appraisal of the paraprofessional for whom he or she is responsible. Adapted from “Learning Disabilities: Use of Paraprofessionals,” National Joint Committee on Learning Disabilities, 1999 (Winter), Learning Disabilities Quarterly, 22, pp. 23-28.

47. Components of Job Description • Position Title • Position Setting • Qualifications for the Position • Purpose • Duties and Responsibilities • Training Requirements • Supervision Guidelines • Evaluation Guidelines

48. Training & Preparation “With rare exceptions, policies, standards, and systems for improving the performance and productivity of teacher and paraeducator teams are almost non-existent. Paraeducator training, when it is available is usually highly parochial and sporadic, does not recognize the similarities in the core skills required by the vast majority of paraeducators, nor is it competency based, or linked to systematic opportunities for their career development. State education agencies and/or other state agencies responsible for developing and administering teacher credentialing systems have not joined forces with institutions of high education to establish standards for licensure to ensure that teacher have the knowledge and skills they require to supervise paraeducators. Moreover paraeducator issues have yet to be addressed by various reform initiatives concerned with empowering teachers and increasing the accountability and effectiveness of education systems and practices.” (Pickett, Likins, & Wallace, 2002).

49. Training & Preparation • Studies have found that paraeducators who receive more inservice training or preservice preparation report feeling better prepared to fulfill their job responsibilities • Numerous recent studies and opinion pieces indicate that there is a scarcity of relevant training available to paraeducators. • Perceptions regarding need for training differ among administrators, teachers, and paraprofessionals.

50. Questions to ask to avoid ethical dilemmas regarding preparation and training(Heller, B. and Gerlach, K. (2003). Paraeducators in Education Settings: Ethical Issues, in Pickett, A.L., & Gerlach, G. Paraeducators in Education Settings: A Team Approach. Austin, TX: Pro-ed) 1. Have knowledge and skills required by paraeducators and assistants to work in different positions, programs, and across disciplines been identified and developed? 2. Are there systematic competency-based opportunities for personnel development and career advancement?  For paraprofessionals  For administrators who manage paraprofessionals  For educators and other professionals who supervise paraprofessionals 3. Does the training content provide paraeducators and their supervisors with an understanding of the roles of professionals as team leaders, diagnosticians, program planners and supervisors of paraprofessionals?