Credential of Competency for Special
Education Paraeducators
Credential of
Competency for
Special Education
Paraeducators
Local Policy
• Your local district’s or agency’s policies
regarding paraeducator job descriptions,
duties, and responsibilities provide the
final word!
Agenda
• Introduction and learner outcomes
• What makes a special education
paraeducator “highly qualified?”
• The Credential of Competency and the
purpose of this series
• Roles and responsibilities of
paraeducators and teachers
• Wrap-up
Learner Outcomes
Participants will:
• Describe what makes a special
education paraeducator “highly
qualified.”
• Examine the Special Education
Paraeducator Credential of Competency
and how to achieve the 10 standards
• Discuss purposes of programs for
individuals with exceptional learning
needs.
Highly Qualified Personnel
The SEA must establish and maintain
qualifications to ensure that personnel are
appropriately and adequately prepared and
trained, including that personnel have the
content knowledge and skills to serve children
with disabilities
Highly Qualified Personnel
• The SEA must have qualifications for related
services personnel and paraprofessionals
that:
– Are consistent with state-approved or
state-recognized certification, licensing,
registration or other comparable
requirements that apply to the professional
discipline
– Ensure that such personnel who deliver
services in their discipline or profession
meet the above requirements and have
not had certification or licensure waived
Highly Qualified Personnel
What does this mean for
paraeducators in PA?
Paraeducator Credential
of Competency
One way for LEAs to prove highlyqualified status
Special Education
Paraeducator Credential
• Credential available through the PA
Department of Education, Bureau of
Special Education
• 10 Paraeducator Standards for Practice
have been established in PA
• Essential skills and knowledge have been
identified within each standard
• Credential is VOLUNTARY
Competency Assessment
Checklist
• Means of documenting competencies
required for Paraeducator Credential
• Supervisor verifies achievement of items
on the checklist
• Once all competencies are achieved,
paraeducator may apply for the
credential
Paraeducator Folder
(Including Credential of
Competency Checklist)
To order:
Carol Bergman
800-441-3215 x 271
cbergman@pattan.net
Standards for Practice
1 Foundations of Special Education
2 Development & Characteristics of
Learners
3 Individual Learning Differences
4 Instructional Strategies
5 Learning Environments and Social
Interactions
Standards for Practice
6 Language
7 Instructional Planning
8 Assessment
9 Professional and Ethical Practice
10 Collaboration
Competency Assessment
Checklist
Each standard has a separate page that
includes:
• Checklist of essential knowledge and skill
competencies applicable to that standard
• Employee demographic information
• Method used to achieve competency
• Level achieved for each competency
• Date achieved/supervisor certification
Achieving Competencies
• Knowledge and skills may be
achieved at one of these levels:
• Entry
• Intermediate
• Advanced
Achieving Competencies
• Competencies may be achieved
through one of four methods:
• Class/In-service Training
• Interview
• Observation/Demonstration
• Portfolio
Class/In-service Training
Paraeducator has documented attendance
and met requirements of the class/in-service
training approved by district/IU
• Entry—successfully completed the course
and/or training
• Intermediate—action plan developed for
application in job situations
• Advanced—action plan implemented and
submitted to supervisor for review
Interview
When interviewed by the supervisor, a
paraeducator responds to questions related
to knowledge and skill competencies
• Entry—describes basic knowledge and
skills with limited evidence of application
• Intermediate—describes application of
knowledge and skill competencies in job
situations
• Advanced—describes application of
knowledge and skill competencies to job
situation and describes how adaptations
could be created to meet student needs
Class
Observation/Demonstration
When observed by the supervisor in the
classroom or a simulated situation,
paraeducator employs knowledge and skill
competencies
• Entry—performs job duties using basic
knowledge & skills requiring some coaching
to apply in job situations
• Intermediate—sometimes applies knowledge
& skill competencies while performing duties
in job situations
• Advanced—consistently applies knowledge
& skills and adapts to meet student needs
across all educational settings
Portfolio
Paraeducator submits to supervisor a predetermined
collection of products related to the knowledge and
skill competencies
• Entry—products meet minimum of predetermined
requirements reflecting basic understanding of
knowledge and skill competencies with limited
application
• Intermediate— products meet predetermined
requirements and include examples of application
of knowledge and skill competencies to job
situations
• Advanced—products exceed predetermined
requirements and include examples of application
and adaptation of knowledge and skill
competencies to job situations
Note!
Not all of the skill and knowledge areas
can be achieved by attending classes.
Some must be demonstrated within your
work setting.
Example
The following need to be demonstrated:
• S1 Use strategies, equipment, materials,
and technologies, as directed, to
accomplish instructional objectives
• S2 Use strategies as directed to facilitate
effective integration into various settings
Planning and Evaluation
• Please complete the evaluation form for
today’s session.
• Using the Paraeducator Development Plan
Menu and Action Plan, incorporate the topics
covered tonight into your plan.
• Sign out and pick up Certificate of
Attendance