What do Paraprofessionals do

1
What do Paraprofessionals do

• in Minnesota Classrooms?

2
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.

3
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)

4
What roles have you seen paraprofessionals
fulfill in classrooms?

• What has seemed to work?
• What could work better?

5
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

6
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.

7
Appropriate Roles

• What does it mean to assist and support the
  teacher in providing services
• to students?
• What are appropriate roles for paraprofessionals?

8
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?

9
Appropriate Roles Wallace, Stahl, Johnson
(2003)
10
Whose Role??
11
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?

12
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

13
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

14
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

15
Job Descriptions Reviews Wallace, Stahl,
Johnson (2003)
16
Components of Job Description

• Position Title
• Position Setting
• Qualifications for the Position
• Purpose
• Duties and Responsibilities
• Training Requirements
• Supervision Guidelines
• Evaluation Guidelines