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Pennsylvania Training and Technical Assistance Network PaTTAN

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Title: Pennsylvania Training and Technical Assistance Network PaTTAN


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

2
  • Pennsylvanias 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 districts 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 ones
    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 doesnt make a
    difference how you do it, but I know youll do a
    great job.
  • What would you do?

9
WWYD (What Would You Do?)
  • Go to the special education supervisor
    immediately
  • Explain to the teacher that you feel you need
    help and training in order to develop lessons
    from scratch
  • Give it your best shot
  • Complain to other paraeducators that you do the
    teachers work

10
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

Websters Dictionary
11
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)
12
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)
13
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 isnt happy with her childs
    progress and thinks the teacher is incompetent.
  • What would you do?

14
WWYD (What Would You Do?)
  • Tell the parent how you feel
  • Share comments youve heard other teachers make
    about your partner teacher
  • Agree with the parent to avoid an argument
  • Refrain from giving your opinion

15
Ethical Practices
  • Code of Ethics for Paraeducators

Adapted from Supervising Paraeducators in
Educational Settings, Anna Lou Pickett Kent
Gerlach, Pro-Ed, 1997.
16
Code of Ethics for Paraeducators
  • Practice the standards approved by your district
    or agency
  • Maintain Positive Relationships with
  • Teachers
  • The School
  • Accept Responsibilities

17
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

18
Code of Ethics for Paraeducators
  • Relationship with the School
  • Know school policies and procedures
  • Represent the school district in a positive manner

19
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

20
Code of Ethics for Paraeducators
  • Maintain Confidentiality
  • Follow chain of command
  • Use people first language
  • Refrain from engaging in discriminatory practices

21
WWYD (What Would You Do?)
  • You have been assigned to work at a new school as
    a 11 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.

22
WWYD (What Would You Do?)
  • Find out
  • Names of the teachers with whom Ill be working
  • Do I have one main partner teacher
  • Who is my direct supervisor
  • Principals name
  • Information I will need to know about the student
    academic, behavioral, medical, etc.
  • Layout of the building
  • Who do I go to if I have a problem
  • Specific building policies, procedures

23
Personal and Cultural Biases and the Educational
Setting
24
Cross-Cultural Competence
25
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

26
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

27
CULTURE
  • A way of perceiving, believing, evaluating, and
    behaving
  • A framework that guides lifes practices
  • Is learned, shared, and is always changing

28
CULTURE
  • Way of life of a group of people
  • A shared world view
  • Values and beliefs
  • Roles and responsibilities
  • Standard of behavior
  • Preferences

29
CULTURE
  • Unique characteristics
  • Specialized needs
  • Implications for
  • academic
  • social
  • emotional

30
Interaction of Multiple Cultures
  • Culture of the Family
  • Culture of the Program or School System
  • Culture of the Disability

31
Interaction of Multiple Cultures
  • Respect Family Cultures
  • Learn from diversity
  • Parents/siblings educate classmates

32

Individual Learning Differences
  • Teaching to all
  • Learning styles
  • Motivational styles
  • Strengths and challenges of each student

33

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

34

Individual Learning Differences
  • Educators adapt and build
  • Intellectual
  • Physical
  • Sensory
  • Communication/emotional abilities

35
CULTURE
  • People First Language
  • Language is power.
  • Choose to use people first language.
  • Why use people first language?

36
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

37
Positive Examples of People First Language
  • He/she has a congenital disability
  • Accessible
  • He/she has a cognitive disability
  • Person with a disability
  • People who have disabilities
  • He/she uses a wheelchair

38
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

39
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.

40
Strategies for Building Positive Relationships
with Staff and Students
41
Whats Your Learning Style?
  • Visual
  • Auditory
  • Kinesthetic
  • Lets find out!

42
Whats Your Learning Style?
  • Complete the self assessment labeled Handout 7

43
Whats Your Learning Style?
  • Visual Learnersmostly 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?

44
Whats Your Learning Style?
  • Auditory Learnersmostly letter B
  • Sit where they can hear but neednt 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?

45
Whats Your Learning Style?
  • Kinestheticmostly 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?

46
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.

47
Whats Your Interpersonal Style?
48
Whats 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.

49
Whats Your Interpersonal Style?
  • Achiever
  • Persuader
  • Supporter
  • Analyst

50
Whats Your Interpersonal Style?
  • 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

51
Whats Your Interpersonal Style?
  • 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

52
Whats Your Interpersonal Style?
  • 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

53
Whats Your Interpersonal Style?
  • 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

54
Whats Your Interpersonal Style?
  • Choose a staff member you work with
  • Write their name
  • Given what you just heard, choose a strategy you
    can use when you work with them.

55
Teamwork
  • Consider
  • The learning styles of both colleagues and
    students
  • The working style of both colleagues and students
  • ADD VIDEO TO SUM UP PRESENTATION

56
Learner Outcomes
  • Participants will
  • List ethical practices required to support both
    students and colleagues in the work environment
  • Describe types of biases that affect ones
    ability to work with others and support students
  • Explore and variety of strategies that promote
    positive work relationships

57
Bureau of Special Education Pennsylvania Training
and Technical Assistance Network
Edward G. Rendell
Gerald L. Zahorchak, D.Ed.
Governor

Secretary Diane Castelbuono, Deputy
Secretary Office of Elementary and Secondary
Education John J. Tommasini, Director Bureau of
Special Education
Contact Information Name of Consultant, Email
address www.pattan.net
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