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Para-Professional Training

Para-Professional Training. For the Special Education classroom. District Responsibilities. Develop skill and knowledge standards that recognize the changing roles of paraeducators. Set skill standards for paraeducators working in different position levels.

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Para-Professional Training

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  1. Para-Professional Training For the Special Education classroom

  2. District Responsibilities • Develop skill and knowledge standards that recognize the changing roles of paraeducators. • Set skill standards for paraeducators working in different position levels. • Create seamless career development models that include on-the-job coaching, inservice training and access to post-secondary education for paraeducators interested in becoming teachers. • Establish supervisory responsibility and standards for monitoring paraeducator performance (Pickett and Gerlach, 1997; Pickett, 1999).

  3. School Responsibilities • Assign appropriate responsibilities and tasks. • Provide ongoing, personalized support. • Offer training opportunities and resources. • Encourage high standards.

  4. Teacher Responsibilities • Provide feedback to paraeducators on their work with students; • Model effective ways to interact with students and instructional techniques to use with them; • Support paraeducators with training specific to the students with which they are working.

  5. Paraeducator Responsibilities • Delivery of Instruction • Activity Preparations and Follow-Up • Student Supervision • Behavior Management • Personal Care • Ethics • Team Participation • Paper Work • Other

  6. Listen to a student read; Assist a student with daily self-care; Take notes for a student; Modify assignments or other materials. Delivery of Instruction

  7. Operate equipment e.g., photocopy machine; Distribute or collect student materials; Adapt materials for specific student needs. Activity Preparation & Follow-Up

  8. Student Supervision • Manage student arrival or departure, e.g., bus duty; • Supervise during lunch; • Monitor students during passing periods.

  9. Behavior Management • Observe and record student behavior; • Monitor students during time-out; • Help students to develop organizational or self-management skills.

  10. Personal Care • Move a student from location to location; • Address health-related needs, e.g., catheterizing a student; • Help a student eat.

  11. Ethics • Maintain confidentiality regarding all student matters. • Preserve student dignity while taking care of personal needs. • Maintain composure when working with students.

  12. Team Participation • Attend team meetings; • Contribute information; • Engage in problem solving.

  13. Paper Work • Type reports or assignments; • Help with paperwork to facilitate IEP meetings; • Make copies.

  14. Other • Attend IEP meetings; • Complete Travel Cards for daily communication with parents; • Participate in parent conferences.

  15. Credit Adapted from Friend & Cook. (2003). Possible Domains of Paraeducator Responsibility (p. 201). In M. Friend & L. Cook. (4th Ed.), Interactions Collaboration for School Professionals (4th ed.). Boston: Allyn and Bacon.

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