Competency Area B: Managing the Work of Paraprofessionals Managing the Work of Paraprofessionals Competencies: Clearly describes, to each paraprofessional, their roles and responsibilities. Maintains regular positive and supportive interaction with paraprofessionals.
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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.
(b) For paraprofessionals employed to work in programs for students with disabilities, the school board in each district shall ensure that --
Before or immediately upon employment, each paraprofessional develops sufficient knowledge and skills in emergency procedures, building orientation, roles and responsibilities, confidentiality, vulnerability, and reportability, among other things, to begin meeting the needs of the students with whom the paraprofessional works;
MS125A.08(b) - continued…
2. Annual training opportunities are available to enable the paraprofessional to continue to further develop the knowledge and skills that are specific to the students with whom the paraprofessional works, including understanding disabilities, following lesson plans, and implementing follow-up instructional procedures and activities; and
MS125A.08(b) - continued…
3. A district wide process obligates each paraprofessional to work under the ongoing direction of a licensed teacher and, where appropriate and possible, the supervision of a school nurse.
Please fill in class/subject for each half-hour block using the key (see next slide)
Please fill in class/subject for each half-hour block using the key (see next slide)KEY -Blue - student is in independent class activity, no para in roomGreen - Student is in independent class activity, para is in roomBlack - Student is in independent class but para checks at ___ minute intervalsPurple - Student is receiving one-to-one direct instruction within general education classroomRed - Student is pulled out to receive instruction in a special education environment** Indicates problem areas/have questions and concerns
The role and function of adults in the classroom must be well defined in order for coordinated instruction to occur. Teachers and paraprofessionals working with students must take time to coordinate and plan together so that paraprofessionals are not left alone to create and design what they do with students.
- Barbara Jo Stahl (MDE)