Pennsylvania Training and Technical Assistance Network (PaTTAN) March 10, 2009

1. Pennsylvania Training and Technical Assistance Network (PaTTAN) March 10, 2009 Credential of Competency Standard # 9: Professional and Ethical Practice

2. Pennsylvania’s Commitment to Least Restrictive Environment (LRE) Recognizing that the placement decision is an Individualized Education Program (IEP) team decision, our goal for each child is to ensure IEP teams begin with the general education setting with the use of Supplementary Aids and Services before considering a more restrictive environment.

3. NEWS FLASH!! • Effective April 1, 2009, PA Department of Education, Bureau of Special Education will only accept Competency Assessment Checklists with original signatures from the supervisor or designee. • This means blue ink • Previous signatures can be initialed in blue ink by supervisor or designee

4. District, IU, Preschool, Agency Policy Your local district’s policies regarding paraeducator job descriptions, duties, and responsibilities provide the final word!

5. Agenda • Professional and Ethical Practices for Paraeducators • Personal and Cultural Biases and the Educational Setting • Strategies for Building Positive Relationships with Staff and Students

6. Learner Outcomes Participants will: • List ethical practices required to support both students and colleagues in the work environment • Describe types of biases that affect one’s ability to work with others and support students • Explore the variety of strategies that promote positive work relationships

7. Professional and Ethical Practices

8. WWYD (What Would You Do?) Your partner teacher asks that you develop and teach a social studies lesson to a student. You ask the teacher for some information and guidance, but she says, “Oh, it doesn’t make a difference how you do it, but I know you’ll do a great job.” What would you do?

9. Professional and Ethical Practices • Professionalism is the conduct, aims or qualities that characterize a professional person • Ethical behavior means that one conforms to the accepted or professional standards of conduct Webster’s Dictionary

10. Professional Practices • Present yourself in a professional manner • Appearance, attitude, work habits • Understand the hierarchy of authority in your work setting • Interact appropriately with staff and students • Follow chain of command • Ask questions Adapted from Sprick, R., Garrison, M., Howard, L. Para Pro: Supporting the Instructional Process Sopris West (2000)

11. Professional Practices • Contribute to positive community-school relationships • Maintain confidentiality • Be respectful to staff, students and parents Adapted from Sprick, R., Garrison, M., Howard, L. Para Pro: Supporting the Instructional Process Sopris West (2000)

12. WWYD (What Would You Do?) A parent of a student in your program asks for your opinion about the teaching skills of your partner teacher. She isn’t happy with her child’s progress and thinks the teacher is incompetent. What would you do?

13. Ethical Practices Code of Ethics for Paraeducators • Adapted from Supervising Paraeducators in Educational Settings, • Anna Lou Pickett & Kent Gerlach, Pro-Ed, 1997.

14. Code of Ethics for Paraeducators • Practice the standards approved by your district or agency • Maintain Positive Relationships with: • Teachers • The School • Accept Responsibilities

15. Code of Ethics for Paraeducators Relationship with the Teacher • Recognize the teacher as the classroom supervisor and team leader • Establish a positive relationship with all teachers • Discuss concerns about classroom issues directly with teachers

16. Code of Ethics for Paraeducators Relationship with the School • Know school policies and procedures • Represent the school district in a positive manner

17. Code of Ethics for Paraeducators Accept Responsibilities • Engage only in activities for which you are qualified or trained • Accept responsibility for improving skills • Support fellow paraeducators

18. Code of Ethics for Paraeducators • Maintain Confidentiality • Follow chain of command • Use “people first” language • Refrain from engaging in discriminatory practices

19. WWYD (What Would You Do?) You have been assigned to work at a new school as a 1:1 paraeducator for a student who is included in several general education classes in the building. • List some things you should do on your first day of work.

20. Personal and Cultural Biases and the Educational Setting

21. Cross-Cultural Competence

22. Cross-Cultural Competence: The ability to feel and act in a respectful, comfortable way with others who come from different backgrounds; be it different social, linguistic or cultural backgrounds

23. Cross-Cultural Competence: Is on-going because culture is dynamic. We meet different people everyday The process of cross-cultural competence is a life-long voyage

24. CULTURE A way of perceiving, believing, evaluating, and behaving A framework that guides life’s practices Is learned, shared, and is always changing

25. CULTURE Way of life of a group of people A shared world view Values and beliefs Roles and responsibilities Standard of behavior Preferences

26. CULTURE Unique characteristics Specialized needs Implications for academic social emotional

27. Interaction of Multiple Cultures Culture of the Family Culture of the Program or School System Culture of the Disability

28. Respect Family Cultures Learn from diversity Parents/siblings educate classmates Interaction of Multiple Cultures

29. Teaching to all: Learning styles Motivational styles Strengths and challenges of each student Individual Learning Differences

30. Educators must: Develop relationships with families. Have knowledge of individual students. Possess understanding of various disabilities. Individual Learning Differences

31. Educators adapt and build: Intellectual Physical Sensory Communication/emotional abilities Individual Learning Differences

32. People First Language Language is power. Choose to use people first language. Why use people first language? CULTURE

33. Non-examples of People First Language Invalid Mongoloid Wheel-chair bound Deaf and Dumb Defective Afflicted Mute Victim Crippled Special Person Suffers from Stricken with

34. Positive Examples of People First Language • Person with a disability • People who have disabilities • He/she uses a wheelchair • He/she has a congenital disability • Accessible • He/she has a cognitive disability

35. General Guidelines for Talking about Disabilities Do not refer to disability unless relevant Use disability rather than handicapped People First Language Avoid the terms: disabled, the blind, the epileptics, the retarded

36. General Guidelines for Talking about Disabilities Avoid: suffers from, a victim of, or afflicted with. Avoid: normal or able-bodied when describing people without disabilities.

37. Strategies for Building Positive Relationships with Staff and Students

38. What’s Your Learning Style? Visual Auditory Kinesthetic Let’s find out!

39. What’s Your Learning Style? • Complete the self assessment labeled Handout #7

40. What’s Your Learning Style? Visual Learners—mostly letter A • Take detailed notes • Tend to sit in the front • Often close their eyes to visualize and remember • Like to see what they are learning • Benefit from illustrations How can I work with students who are visual learners?

41. What’s Your Learning Style? Auditory Learners—mostly letter B • Sit where they can hear but needn’t pay attention to what is happening in front • Hum or talk to themselves or others when bored • Acquire knowledge by reading aloud • Remember by verbalizing lessons to themselves How can I work with students who are auditory learners?

42. What’s Your Learning Style? Kinesthetic—mostly letter C • Need to be active and take frequent breaks • Speak with their hands and gestures • Difficulty recalling what was seen or heard • Find reasons to tinker or move when bored • Enjoy manipulating materials • Sit where they can move around How can I work with students who are kinesthetic learners?

43. What is the Learning Style of your Students? • Write the name of a student in your classroom. • Guess their learning style and write it. • Tell your neighbor how you know this. • Share one way you can teach to their learning style.

44. What’s Your Interpersonal Style?

45. What’s Your Interpersonal Style? • Read each item of the survey titled “What is my style and what is your style?” • Place a check next to your best choice for each item. • Tally the number for each column at the bottom. • We will discuss the results.

46. What’s Your Interpersonal Style? • Achiever • Persuader • Supporter • Analyst

47. Achiever High risk-taker, less people-oriented Like to be in control of situations and sometimes people Generally forceful and direct when working with colleagues Working with Achievers Be business like and direct Ask factual questions Propose logical and efficient plans, but let achievers have/share control over final solutions Anticipate objections and prepare to address them What’s Your Interpersonal Style?

48. Persuader High risk-taking, more people oriented High spirited and social Love to inspire and be inspired Articulate and intense when working with colleagues Working with Persuaders Acknowledge their strengths, competence, humor and friendliness Present ideas in an enthusiastic, optimistic, persuasive manner Encourage ideas that are innovative Get plans in writing, it helps them stay focused What’s Your Interpersonal Style?

49. Supporter Lower risk-taking, more people oriented High ideals and standards Love calm environments and hate conflict Need security and appreciation for your efforts Working with Supporters Be calm, casual, friendly Actively listen, reflect their feelings and concerns Appreciate their efforts Present ideas that are consistent with their values and high standards What’s Your Interpersonal Style?

50. Analyst Lower risk taking, less people oriented Highly disciplined and persistent Love to reason and need time to think things through before moving into projects Accuracy and order are your trademarks Working with Analysts Present information in a logical step by step manner Pay close attention to details Appeal to logic, reason, order, and systematic approach to problem solving Do your homework; expect to be challenged on your assumptions, ideas, procedures What’s Your Interpersonal Style?