What do Paraprofessionals do…. …in Minnesota Classrooms?. MN Definition of “Paraprofessional”. MN 3525.0200 DEFINITIONS FOR SPECIAL EDUCATION –
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What do Paraprofessionals do… …in Minnesota Classrooms?
MN Definition of “Paraprofessional” MN 3525.0200 DEFINITIONS FOR SPECIAL EDUCATION – Subp. 10a. Paraprofessional. “Paraprofessional” means a district employee who is primarily engaged in direct instruction with one or more pupils for instructional activities, physical or behavior management, or other purposes under the direction of a regular education or special education teacher or related services provider.
Definition of “Paraprofessional” • Paraeducators (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)
What roles have you seen paraprofessionals fulfill in classrooms? What has seemed to work? What could work better?
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
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.
Appropriate Roles What does it mean to assist and support the teacher in providing services to students? What are appropriate roles for paraprofessionals?
Appropriate Roles Some paraprofessionals report that they are fully responsible for the instructional program of a student. Still others report making instructional decisions, writing IEPs, and more. Are these appropriate roles?
Issues in identifying role… • How have teachers’ roles changed in the past 15 years? • How have paraprofessionals’ roles changed? • What issues exist related to supporting students in general education classroom? • What issues exist in supporting students in community environments?
MN Core Competencies for Instructional Paraprofessionals Minnesota developed a set of Core Competencies for Instructional Paraprofessionals. These should be used to guide training, portfolio development, and more. Find the full competency list and other resources at… ici2.umn.edu/para
MN Core Competency Areas for Instructional Paraprofessionals Philosophical, Historical, and Legal Foundations of Education Characteristics of Students Assessment, Diagnosis, and Evaluation Instructional Content and Practice Supporting the Teaching and Learning Environment
MN Core Competency Areas for Instructional Paraprofessionals Managing Student Behavior and Social Interaction Skills Communication and Collaborative Partnerships Professionalism and Ethical Practices Academic Instructional Skills in Math, Reading, and Writing
Components of Job Description • Position Title • Position Setting • Qualifications for the Position • Purpose • Duties and Responsibilities • Training Requirements • Supervision Guidelines • Evaluation Guidelines