competency area e providing instructional support
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Competency Area E: Providing Instructional Support. Providing Instructional Support Competencies:. Provides regular, constructive feedback regarding each paraprofessional’s work performance.

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providing instructional support competencies
Providing Instructional SupportCompetencies:
  • Provides regular, constructive feedback regarding each paraprofessional’s work performance.
  • Encourages the involvement of paraprofessionals in setting goals and planning, implementing, and evaluating program and instructional activities.
  • Coordinates collaboration among paraprofessionals and other staff, such as specialists.
  • Efficiently manages resources related to student instruction, such as instructional materials, physical space, and personnel.
  • Supports paraprofessionals in using modified instructional plans and materials to accommodate the exceptional learning needs of various students.
  • Provides assistance and direction for paraprofessionals who work in independent capacities.
time spent on instructional tasks
Time Spent on Instructional Tasks
  • More than eighty percent of the paraprofessionals in this survey reported spending at least half of their day on instructional tasks. And, seventy percent reported spending 75% or more of their day on instructional tasks.

Wallace, Stahl, & Johnson (2003)

feedback checklist gerlach 2003
Feedback Checklist -Gerlach (2003)

Note specifically how the paraprofessional is doing on the following tasks:

  • Follows lesson plans
  • Establishes rapport with students
  • Shows understanding and sensitivity to student needs
  • Gives clear instructions to the student or group
  • Uses appropriate questions
  • Uses materials effectively
feedback checklist cont gerlach 2003
Feedback Checklist, cont. -Gerlach (2003)

Note specifically how the paraprofessional is doing on the following tasks:

  • Reinforces the teaching of the lesson objective
  • Keeps lesson focused on goals and objectives
  • Keeps students on task
  • Gives appropriate feedback to students
  • Uses reinforcement effectively
  • Records students’ responses
  • Stays on task and usse allotted time effectively
performance standards french 2003
Independent - performs task, as taught, without guidance

Developing - performs task but relies on cues or prompts

Emerging - performs parts of the task but requires substantial guidance

Unable to perform - does not know how to perform

Performance Standards French (2003)
slide9

Fifty-three percent of the paraprofessionals indicating they had adequate planning time reported that the person directing their work provided “specific verbal instructional for strategies and materials to use with the students.”

Wallace, Stahl, & Johnson (2003)

adequacy with amount of planning time
Adequacy with Amount of Planning Time

Wallace, Stahl, & Johnson (2003)

The percent of paraprofessionals that reported the planning time they had with the teachers that direct their day-to-day work was adequate (45%) was far lower that that reported in 1997 (77%).

planning time frequency
Planning Time - Frequency
  • 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 directed their day-to-day work.

Wallace, Stahl, & Johnson (2003)

frequency of planning time as a function of adequacy of planning time
Frequency of Planning Time as a Function of Adequacy of Planning Time

Wallace, Stahl, & Johnson (2003)

slide14

What are some effective ways to provide instructional guidance and direction to paraprofessionals?- in writing?- through lesson plans?- during meetings?- other ideas???How about those paraprofessionals working in community based settings?

slide15

How can you involve paraprofessionals in goal setting, instructional planning, and other aspects of planning when they often only work when students are present?

sample structure for daily schedule daily schedule for week of
Sample structure for daily schedule -DAILY SCHEDULE For Week of _____________________

Paraprofessional TeacherTime Location/Activity Location/Activity

lesson plans should guide paraprofessionals work
Lesson plans should guide paraprofessionals’ work -

A Lesson Plan for Application of Modifications and Adaptations Might Include -

  • Student’s name, date and duration of plan
  • IEP Objectives
  • Tasks for General Class Topic
  • Expectations for Joe
  • Paraprofessional Tasks

- (French, 2003)

valued member of the instructional team
Valued Member of the Instructional Team

Eighty-eight percent (88%) of the paraprofessionals reported that they feel like a valued member of the instructional team.

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