Title: Supervision: Competencies for Teachers who Direct the Work of Paraprofessionals
1SupervisionCompetencies for Teachers who
Direct the Work of Paraprofessionals
2 Definition -
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 Legislation -
- MS125A.08(b) -
- (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
4 Legislation -
- 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
5 Legislation -
- 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.
6 Defining Supervision -
- NCLB and IDEA use the word supervision and in
Minnesota we use the phrase directing the work
of paraprofessionals refer to similar roles. In
Minnesota, supervision includes the ability to
hire, terminate and evaluate. However, teachers
do not fulfill these roles and yet they must
provide day-to-day direction to
paraprofessionals.
7 Defining Supervision -
- NCLB, 2002 -
- What does NCLB say?
- A paraprofessional works under the direct
supervision of a teacher if the teacher plans the
paraprofessionals instructional activities and
evaluates the achievement of the students with
whom the paraprofessional works - The paraprofessional also would be required to
work in close proximity of the teacher - - Draft Non-Regulatory Guidance
8Minnesota Data - Wallace, Stahl, Johnson
(2003)
Table 14 (next slide) provides the 2003
paraprofessional responses regarding persons
responsible for day-to-day direction, supervision
and annual performance reviews. The responses to
each of the questions are placed side by side for
ease of comparison. The teachers responsibility
appears to diminish from direction to supervision
to performance review whereas the administrators
responsibility has the opposite effect. This
isnt surprising and is what we would expect
given the various roles of teachers and
administrators. Perhaps the most concerning
response is that 18 (156) of the
paraprofessionals were not sure who was
responsible for their performance review.
9Minnesota Data - Wallace, Stahl, Johnson
(2003)
Table 14 Persons Responsible for Day-to-Day
Direction, Supervision, Performance Reviews
Day-to-Day Direction Supervision
Performance
of Total N of Total N of Total N
10Directing the day-to-day work of
paraprofessionals?
- Focus groups (teachers,
- administrators, paraprofessionals)
- Administrators and Paraprofessionals asked, What
should teachers do to direct the work of
paraprofessionals? - Teachers asked, What do you do to direct the
work of paraprofessionals? - Validation survey
- Sent to administrators, paraprofessionals and
teachers and they were asked, How important is
it for teachers to know or be able to do_______?
- 7 competency areas 30 competencies
- All 30 competency statements were validated with
more than 90 indicating each statement
important or very important.
11Seven Competency Areas
- Communicating with Paraprofessionals
- Planning and Scheduling
- Instructional Support
- Modeling for Paraprofessionals
- Public Relations
- On-the-Job Training
- Management of Paraprofessionals
-
- - Wallace, Shin, Bartholomay, Stahl (2001)
12Communicating with Paraprofessionals
- Communicates with paraprofessionals in a clear,
receptive and responsive manner. - Provides clear daily direction in coordinating
plans, schedules and tasks. - Informs and updates paraprofessionals regarding
student information, such as assessment results,
behavioral changes, medications and other factors
that many influence the work of the
paraprofessional. - Provides regular opportunities for staff
communication, group discussion, and
collaboration - Assists paraprofessionals in clarifying their
roles and responsibilities to other staff,
parents, or volunteers.
13Planning and Scheduling
- Establishes goals and detailed plans around which
activities of paraprofessionals are coordinated. - Organizes and manages schedules that allow for
cooperation, planning and information sharing. - Considers the strengths, interests and needs of
paraprofessionals when managing schedules. - Manages smooth transitions brought on by changes
to the daily schedules of paraprofessionals. - Organizes and provides materials and resources
that are necessary to carry out the objectives of
each paraprofessionals activity.
14Instructional Support
- Provides regular, constructive feedback regarding
each paraprofessionals work performance. - Encourages the involvement of paraprofessionals
in setting goals and planning, implementing, and
evaluating program and instructional activities. - Coordinates collaboration among paraprofessionals
and other staff, such as specialists. - Efficiently manages resources related to student
instruction, such as instructional materials,
physical space, and personnel. - Supports paraprofessionals in using modified
instructional plans and materials to accommodate
the exceptional learning needs of various
students. - Provides assistance and direction for
paraprofessionals who work in independent
capacities.
15Modeling for Paraprofessionals
- Models for paraprofessionals a caring and
respectful manner when interacting with students. - Models for paraprofessionals a behavior that is
trustworthy, cooperative, and active in
school-wide programs. - Models for paraprofessionals respect, patience
and persistence in carrying out educational
objectives.
16 Public Relations
- Informs administrators, teachers, and parents of
the responsibilities and roles paraprofessionals
have in the educational program. - Advocates for the paraprofessional regarding
training and leave time, modifications in
responsibility, involvement in decision groups,
and other issues of importance to
paraprofessionals.
17 Training
- Provides opportunities for on-the-job training
for paraprofessional skill development. - Educates paraprofessionals of their legal rights
and responsibilities regarding their student
interaction, services, and instructional
programming. - Advocates for school and district to provide
inservice training opportunities that are
directly related to the daily work of
paraprofessionals. - Advocates for school and district to offer
paraprofessionals a basic training in current
issues and strategies related to the teaching of
students with disabilities.
18Management of Paraprofessionals
- Clearly describes, to each paraprofessional,
their roles and responsibilities. - Maintains regular positive and supportive
interaction with paraprofessionals. - Contributes to the evaluation of paraprofessional
performance with the intent of assisting
paraprofessional skill improvement. - Maintains professionalism through respect,
confidentiality, and honoring boundaries. - Provides beginning and substitute
paraprofessionals with an orientation that
results in sufficient understanding of the
setting, staff, students, and staff roles and
responsibilities.
19Other support for teachers role in supervising
paraprofessionals
- French, 2003
- Pickett Gerlach, 2003
- Pickett and Safarik, 2003
207 Executive Functions -
- Orienting the paraprofessional to the classroom,
school and students - Planning for paraprofessionals
- Scheduling for paraprofessionals
- Delegating tasks to paraprofessionals
- On-the-job training and coaching of
paraprofessionals - Monitoring and feedback regarding performance
- Managing the workplace (communication, problem
solving, conflict management) - - French (2003)
Adapted from Managing Paraeducators in Your
School How to Hire, Train, and Supervise
Non-Certified Staff, by N. French, 2003.
Thousand Oaks, CA Corwin Press.
21Responsibilities for Teachers-
22Responsibilities for Teachers-
23Responsibilities for Teachers-
24Responsibilities for Teachers-
25Responsibilities for Teachers-
26Responsibilities for Teachers-
Adapted from Strengthening and Supporting
Teacher/Provider-Paraeducator Teams Guidelines
for Paraeducator Roles, Supervision, and
Preparation, by A.L. Pickett, 1999 - National
Resource Center for Paraprofessionals.
27Responsibilities of Teachers with Regard to
Paraprofessional Supervision (Pickett and
Safarik, 2003 in Pickett and Gerlach, 2003)
- Participate in supervision training prior to
using a paraprofessional and upgrade supervision
knowledge and skills on a regular basis. - Participate significantly in the hiring of the
paraprofessional for whom he or she will be
responsible. - Inform the family and student about the level
(professional vs. paraprofessional), frequency,
and duration of services, as well as the extent
of supervision. - Review each individual plan with the
paraprofessional at least weekly. - Delegate specific tasks to the paraprofessional
while retaining legal and ethical responsibility
for all services provided or omitted. - Sign all formal documents (e.g., IEPs, reports).
- Review and sign all informal progress notes
prepared by the paraprofessional.
28Responsibilities of Teachers with Regard to
Paraprofessional Supervision (Pickett and
Safarik, 2003 in Pickett and Gerlach, 2003)
- Provide ongoing on-the-job training for the
paraprofessional. - Provide and document appropriate supervision of
the paraprofessional. - Ensure that the paraprofessional performs only
tasks within the scope of the paraprofessionals
responsibility. - Participate in the performance appraisal of the
paraprofessional for whom he or she is
responsible. - Adapted from Learning Disabilities Use of
Paraprofessionals, National Joint Committee on
Learning Disabilities, 1999 (Winter), Learning
Disabilities Quarterly, 22, pp. 23-28.
29 Discussion Questions