The Training and Supervision of
Paraprofessionals
Where Do They Work?

In education, paraprofessionals, also
known as teacher aides, work in a variety
of programs including: compensatory
education and special education
What Is Compensatory Education?



Federally funded and state funded programs
developed to compensate for the
disadvantages that some students face, which
place them at-risk for academic failure
Risk factors related to environment
Strongest Risk-Factor:
• Family Income

Additional Risk-Factors:
• Parent’s educational level
• Limited English proficiency
• Others???
Compensatory Ed

Federal Programs for 0-5 Year Olds & Their
Families




Federal Programs for Elementary and
Secondary Students


Early Start
Head Start
Even Start Family Literacy
Title I
State Programs for Preschool-Age Children

State PreK
What Is Special Education?


Services for children with developmental delays and
disabilities whose impairment adversely affects their
learning
Identified areas of disability according to IDEA













Developmental Delay (birth –age 9)
Serious Emotional Disturbance
Specific Learning Disabilities
Speech & Language
Deaf (including Hearing Impairment)
Blind (including Visual Impairment)
Mental Retardation
Orthopedic Impairment
Multiple Disabilities
Deaf-Blind
Autistic
Traumatic Brain Injury
Other Health Impaired
What Are Paraprofessionals?

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)
Special Ed Legislation
IDEA -1997 Amendments
A State may allow paraprofessionals and
assistants who are appropriately trained and
supervised, in accordance with State law,
regulations, or written policy, in meeting the
requirements of this part to be used to assist in
the provision of special education and related
services to children with disabilities under Part B
of the Act. [34 CFR §300.136(f)]
Legislation
No Child Left Behind (NCLB), 2002 New Paraprofessionals
Each local education agency receiving assistance
under this part shall ensure that all
paraprofessionals hired after the date of
enactment of the No Child Left Behind Act of 2001
and working in a program supported with funds
under this part shall have -[Title I, Section 1119/b]
Compensatory Ed Legislation
NCLB, 2002 New Paraprofessionals, continued
A.
Completed at least 2 years of study at an institution
of higher education;
Obtained an associate’s (or higher) degree; or
Met a rigorous standard of quality and can
demonstrate, through a formal State or local
academic assessment -
B.
C.
i.
ii.
Knowledge of, and the ability to assist in instructing reading,
writing, and mathematics; or
Knowledge of, and the ability to assist in instructing reading
readiness, writing readiness, and mathematics readiness, as
appropriate.
[Title I, Section 1119/b]
Existing paraprofessionals must meet requirements within 4 years
after enactment (by January 8, 2006)
Legislation
NCLB, 2002 A little more…..
•
“Paraprofessional” - an individual who performs
instructional support duties and not to an individual
performing only non-instructional duties
•
All paraprofessionals must have High School diploma or
equivalent.
•
Requirements do not apply to those working as
translators (if paraprofessional is proficient in English
and a language other than English) or paraprofessionals
working solely on parental involvement activities
- Draft Non-Regulatory Guidance
NCLB
What About Special Education?
•
If a person working with special education students does
NOT provide any instructional support (only personal
care services), the person is not considered a
paraprofessional and the requirements do not apply.
•
If a person works in a Title I targeted assistance program
and has instructional support duties and is paid with
Title I funds, the requirements apply.
•
If a person works in a Title I school-wide program
(school) and has instructional support duties, the
requirements apply without regard to the source of
funding that supports the position.
- Draft Non-Regulatory Guidance
NCLB
What is included in “Courses of Study”?
•
Paraprofessionals should be able to demonstrate
knowledge and the ability to assist in instructing in the
areas of reading, writing, and math…Paraprofessionals
are expected to have a working knowledge of these
academic areas.
•
Each State may determine what requirements, if any, it
may choose to place on the coursework taken during the
two years of study.
- Draft Non-Regulatory Guidance
More about: 2 yrs of Study


State definition of “full time study”
HEA definition of “institution of higher education”
 Admits only HS graduates, or equivalent
 Legally authorized by state
 Bachelor’s or 2 year credit toward
 Public or other non-profit institution
 Accredited
- Draft Non-Regulatory Guidance
NCLB
What is the purpose of the ASSESSMENT?
•
The purpose of the academic assessment is to
demonstrate that Title I paraprofessionals have the
appropriate knowledge and ability to assist in instructing
students and are competent in required instructional
techniques and academic content areas.
•
The paraprofessional assessment is expected to
evaluate paraprofessional candidates at a level to the
second year of college. Having skills at this level is the
intent of the law.
- Draft Non-Regulatory Guidance
More about: Assessment







State or local assessment
Knowledge of and ability to assist in instructing
• Reading, writing, math, or readiness
Need not be “paper & pencil test”
Must be valid, reliable, documented
No USDE approval, but SEA approved
Not just basic competencies
Rigor: second year of college
Check with your State or Local
Education Agency
- Draft Non-Regulatory Guidance
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
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.
Supply and Demand
The National Center on Educational Statistics reported a
48% increase in instructional paraprofessional employment
in education compared to a 13% increase in student
enrollment and an 18% increase in teacher employment
between the years 1990 and 1998 (NCES, 2000).
How Do Paraprofessionals Fit Into
the Organizational Structure?
What Is the Organizational Structure of
School Districts and Schools?
 Bureaucracies


Hierarchies
Superintendent
l
Principal
Bureaucracies
Distinguished by:
 Governing rules –often rigid
 Division of labor
 Chain of command
 Specializations
Bureaucratic Structure of Schools

Pyramidal






Senior Management (Principal/Asst. Principals)
Middle Management (Dept. Heads/Coordinators)
Floor Supervisors (Teachers)
Floor Workers (Aides)
Horizontal and vertical components
Research indicates that restructuring usually
results in the elimination of middle management
positions
Vertical Structure

Hierarchy
Provides the conduit for authority to flow,
traditionally from top down (scalar principle)
 Delegation entails assignment of authority
from super-ordinate to subordinate
 Units may be centralized or decentralized
 Unity of command means each employee
has a supervisor

Vertical Structure

Span of control refers to number of staff
under one manager
• Positions:
• Line relationship: Position of authority over others
super-ordinate
l
subordinate
• Staff relationship: Advisory or support
lateral -> position
Power and/or Authority
Authority: right of supervisor to direct
subordinates; flows from chain of
command; vested in position, not person
 Power: ability to influence the behavior of
others; may derive from: management,
ability to reward, expertise, and/or respect

Horizontal Structure

Departments with specialized
•
•
•
•
•
Functions
Territory
Product
Processes
Customers
Structure: Coordination

Mechanisms
Hierarchy’s elements: order, positions, etc.
 Communication
 Supervision
 Standardization of work, products, skills
 Policies & procedures
 Committees
 Planning

Tools for Management

Structure

Organizational design
• Viewed today as means for competitive edge if
the design is well matched to needs

All the elements of structure
• For example, position descriptions, distribution of
authority
• Use of specialization and coordination, etc.
What makes a leader?


Employee-centered vs. production-centered approach
Blake and Mouton (1964), and Likert (1961), use a two
dimensional grid
Hi
Concern
for
people
Country club
Team
management management
Impoverished
Authority
management compliance
Lo
Lo
Hi
Concern for production
Management:
Theory X and Theory Y


Management styles: Douglas McGregor (1960)
polarised (caricatured?) managers’ attitudes
Theory X:
 Average person has an inherent dislike of work
 People must be coerced, controlled, directed,
threatened with punishment
 Average person prefers to be directed, and
wishes to avoid responsibility
Theory X and Theory Y


McGregor suggested:
Theory Y






Physical and mental effort is as natural as play or rest
Man will exercise self-direction for objectives to which he is
committed
Commitment to objectives is a function of reward
Average person learns to accept and seek responsibility
Imagination and creativity is widely distributed
People’s potentials are only partially utilised
"When one treats people with benevolence, justice and righteousness,
and reposes confidence in them, the army will be united in mind
and all will be happy to serve their leaders.” Sun Tzu (circa 400 BC)
Theory Z

Theory Z: WS Ouchi, 1980s


Well managed companies in US and Japan had lifetime employment,
collective decision making, promotion from within, non-specialised
career paths
Characterised as a “democratic” management style
Theory Y
Objective setting
(Laissez Faire)
Theory X
Autocratic
Your style might
be anywhere in
this continuum
Theory Z
Democratic
Supervision
NCLB, 2002 What does NCLB say?
•
A paraprofessional works under the direct supervision of
a teacher if the teacher plans the paraprofessional’s
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
Supervision
There is a difference between the person responsible for
hiring and evaluating performance (an administrator), and the
person directing day-to-day work with students (an educator
or other licensed person).
As early as the 1960s, there was evidence that “supervision”
was needed for paraprofessionals to provide instructional
services (Esbenson, 1966, Blessing, 1967).
Teachers must learn strategies for supervising
paraprofessionals -- beginning in their teacher preparation
programs. And, administrators must promote effective
instructional supervisory relationships and create
infrastructures that reward teams.
Supervision
There is a need for administrators and teachers to find
opportunities for licensed staff and paraprofessionals to be
able plan together.
Often reported as reasons why paraprofessionals leave their
positions:
Lack of advancement opportunity
o Poor salary
o Lack of administrative support
o Lack of respect
o
Factors affecting self-esteem (Riggs & Mueller, 2001)
being involved in team meetings for students with whom they work
o being provided with adequate break time
o having adequate substitute coverage
o being perceived as a “team member” working “along side of” the
teacher
o
Supervision Six major themes associated with respect, appreciation, and
acknowledgement of paraprofessionals (Giangreco, Edelman, & Broer,
2001)
Nonmonetary signs and symbols of appreciation
o Compensation
o Being entrusted with important responsibilities
o Noninstructional responsibilities
o Being listened to
o Orientation and support
o
Competencies for Teachers (Wallace, Shin, Bartholomay, & Stahl, 2001)
o
o
o
o
o
o
o
Communication with Paraprofessionals
Planning and Scheduling
Instructional Support
Modeling for Paraprofessionals
Public Relations
Training
Management of Paraprofessionals
Some Supervision Issues
 Some studies found that paraprofessionals reported
being “responsible” for instructional program of a
student, when that is the responsibility of the teacher
(Giangreco, Edelman, Luiselli, & MacFarland, 1997; Marks, Schrader, &
Leving, 1999; Wallace, Stahl, & MacMillan, 2000).
 Paraprofessionals reported a high level of responsibility
in their jobs, such as: decisions regarding adaptations,
behavioral support, and interacting with team members
including parents (Downing, Ryndak, & Clark 2000).
Some Supervision Issues
 Lack of planning time between teachers and
paraprofessionals (Wallace, Stahl, & Johnson, 2003).
 Many paraprofessionals work in multiple classrooms
each day (Wallace, Stahl, & Johnson, 2003).
 More than 80% of the paraprofessionals reported
spending half or more of their day on instructional tasks
and yet only about 40% reported having received training in
reading, writing, or math instruction (Wallace, Stahl, & Johnson,
2003).
 Half of the paraprofessionals reported that their job
descriptions accurately reflected their duties (Wallace, Stahl, &
Johnson, 2003).
Some Supervision Issues
 Lack of planning time between teachers and
paraprofessionals (Wallace, Stahl, & Johnson, 2003).
 Sixty-seven percent reported receiving specific or nonspecific instructions/suggestions for their work from the
person who directs their day-to-day work, while 17%
reported receiving no real consistent direction (Wallace, Stahl, &
Johnson, 2003).
 Paraprofessionals who felt their planning time was
adequate reported most often that they had daily (43%) and
weekly (24%) planning time with the person who directs
their work (Wallace, Stahl, & Johnson, 2003).
 Nearly 90% of the paraprofessionals reported feeling like
a valued member of the instructional team(Wallace, Stahl, &
Johnson, 2003).
Responsibilities for Teachers
- (Pickett and Gerlach, 2003)
1. As team leaders and supervisors of paraeducators,
teachers
a. Prepare work ass ignments for paraeducators based on
program objectives and learner needs;
b. Monitor paraeducator performance;
c. Provide on-the-job training to prepare paraeducators to
carry out team and learner goals; and
d. Share relevant information with principals or agency
administrators and paraeducators about the strengths and
training needs of the individual paraeducator.
- (Pickett and Safarik, 2003)
Responsibilities for Teachers
2. As program and classroom managers, teachers
create learner-centered environments, and as
supervisors of paraeducators, they
a. Implement, with the assistance of paraeducators, district
and agency procedures for protecting the safety, health,
and well-being of learners and staff;
b. Involve parents or other caregivers in their child’s
education; and
c. Plan and involve paraeducators in learning activities that
maintain supportive, inclusive, and safe learning
environments that respect differences among children,
youth, families, and staff.
- (Pickett and Safarik, 2003)
Responsibilities for Teachers
3. As program planners, teachers align curriculum
content with learning and performance standards
developed by the state or local education agency.
They
a. Develop lesson and behavioral plan to achieve learning
and performance standards;
b. Modify plans, curriculum content, and instructional
strategies to accommodate individual learner differences;
and
c. Involve an appropriately prepared paraeducator in
planning activities that increase individualized learning
opportunities for children and youth based on each
individual’s qualifications.
- (Pickett and Safarik, 2003)
Responsibilities for Teachers
4. As instructional facilitators, teachers engage
children and youth in learning activities. They
a. Provide, with the assistance of paraeducators, learning
experiences that take place in different environments
(e.g., classrooms, libraries, etc.); and
b. Develop paraeducator assignments that include learning
objectives for individual children and youth; instructional
strategies, materials, and equipment required to carry out
the activities; and methods for documenting learning
performance.
- (Pickett and Safarik, 2003)
Responsibilities for Teachers
5. As diagnosticians of learner needs, teachers
a. Participate in assessment activities that involve families in
establishing eligibility for special services programs;
b. Analyze, with the assistance of other licensed and
credentialed professional personnel, results of
standardized (formal) instruments for assessing learning
achievement;
c. Develop and analyze the results of functional (informal)
assessment tools to document learner strengths and
needs;
d. Keep learner records required by federal laws, state
regulations, and district or agency policies; and
e. Involve paraeducators in assessment and record-keeping
activities for which they are prepared.
- (Pickett and Safarik, 2003)
Responsibilities for Teachers
6. Teachers practice standards of professional and
ethical conduct. They
a. Adhere to the ethical and professional standards related
to the supervision of paraeducators established by the
professional organization representing their discipline or
field;
b. Model standards of professional conduct for
paraeducators (i.e., maintaining confidentiality,
demonstrating respect for the human, civil, and legal
rights of learners and their families, and respecting
diversity in learner abilities, heritages, and lifestyles); and
c. Participate in opportunities for professional development
that improve supervisory and team building skills.
- (Pickett and Safarik, 2003)
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.
Responsibilities 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.
Responsibilities 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 paraprofessional’s 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.
Components of Job Description








Position Title
Position Setting
Qualifications for the Position
Purpose
Duties and Responsibilities
Training Requirements
Supervision Guidelines
Evaluation Guidelines
Training & Preparation
“With rare exceptions, policies, standards, and systems for
improving the performance and productivity of teacher and
paraeducator teams are almost non-existent. Paraeducator
training, when it is available is usually highly parochial and
sporadic, does not recognize the similarities in the core skills
required by the vast majority of paraeducators, nor is it
competency based, or linked to systematic opportunities for their
career development. State education agencies and/or other state
agencies responsible for developing and administering teacher
credentialing systems have not joined forces with institutions of
high education to establish standards for licensure to ensure that
teacher have the knowledge and skills they require to supervise
paraeducators. Moreover paraeducator issues have yet to be
addressed by various reform initiatives concerned with
empowering teachers and increasing the accountability and
effectiveness of education systems and practices.”
(Pickett, Likins, & Wallace, 2002).
Training & Preparation
 Studies have found that paraeducators who receive
more inservice training or preservice preparation report
feeling better prepared to fulfill their job responsibilities
 Numerous recent studies and opinion pieces indicate
that there is a scarcity of relevant training available to
paraeducators.
 Perceptions regarding need for training differ among
administrators, teachers, and paraprofessionals.
Questions to ask to avoid ethical dilemmas
regarding preparation and training
(Heller, B. and Gerlach, K. (2003). Paraeducators in Education Settings: Ethical Issues, in Pickett, A.L., & Gerlach, G.
Paraeducators in Education Settings: A Team Approach. Austin, TX: Pro-ed)
1. Have knowledge and skills required by paraeducators and assistants to work in
different positions, programs, and across disciplines been identified and
developed?
2. Are there systematic competency-based opportunities for personnel
development and career advancement?
 For paraprofessionals
 For administrators who manage paraprofessionals
 For educators and other professionals who supervise paraprofessionals
3. Does the training content provide paraeducators and their supervisors with an
understanding of the roles of professionals as team leaders, diagnosticians,
program planners and supervisors of paraprofessionals?
Questions, continued…
4.
Have the team leadership and supervisory roles been identified and the
knowledge and skill competencies developed to prepare the professionals for
these roles?
5.
Does the training content demonstrate respect for children and youth with
disabilities and their families, as well as for those who come from diverse
ethnic, cultural and language backgrounds?
6
Does the training content include information on the ethical, legal and teambased roles of professionals and paraeducators in the delivery of education
and related services?
7.
Do licensed/certified professionals involved in the training of paraeducators
have knowledge of and respect for the distinction in professional and
paraeducator roles?
Questions, continued…
8.
Is sufficient time and opportunity provided for orientation, initial
training, and continued competency development?
9.
How can different constituencies (e.g., professional associations,
provider agencies, IHEs) contribute to the appropriate efforts to
improve the quality of teacher/provider-paraeducator staff
development?
Ethical Issues: Parents Right to Know
(Heller, B. and Gerlach, K. (2003). Paraeducators in Education Settings: Ethical Issues, in Pickett, A.L., & Gerlach, G.
Paraeducators in Education Settings: A Team Approach. Austin, TX: Pro-ed)

Another issue concerns family involvement in planning
paraeducator services to implement the IEP (Individual
Education Program). Family members should be active
participants in considering the need for paraeducator services
in an IEP. If a student requires the services of a paraeducator
to assist with the implementation of the IEP, family members
need to contribute to the decision making and planning about
how those services will be delivered. The Iowa Department of
Education Division of Early Childhood, Elementary and
Secondary Education, (1998), suggests the following
questions be asked:
Parents Right to Know, continued…
1. What issues do family members and other IEP team members
need to address when considering the needs of the student?
2. What accommodations or modifications are needed and who will
provide those accommodations?
3. What services will be provided by the paraeducator?
4. Where will the services be provided?
5. How much time will the paraeducator be working with the
learner?
6. How long will the services be needed?
Parents Right to Know, continued…
7. How will we know when the learner outcomes/objectives have been
achieved?
8. Who is responsible for directing and monitoring the paraeducator?
9.Who should I call about programming issues such as my child’s
progress, class scheduling, instructional needs, or social
interaction with peers?
10.What skills does the paraeducator need to work effectively with
my child? How will the paraeducator be trained prior to starting
services? What ongoing staff development will be provided to the
paraeducator?
11.How will information the paraeducator has about my child’s
experiences at school be shared with me?
Training & Preparation
Topics listed in the literature for Paraeducator Training 











Positive behavioral supports
Specifics about disabilities
Teaching strategies
Communication and problem solving strategies
Transition related information and job coaching
Early childhood special education and child development
Special Education Law, confidentiality
Use of computers and accommodations
Inclusion
Health and safety
Development of independence and mobility
Observation and data collection strategies
Standards & Infrastructure
Since the 1997 Amendments to IDEA, a renewed interest, and
requirements for developing standards and certification, has reemerged.
 Some associations [Council for Exceptional Children (CEC), the
American Speech, Language and Hearing Association (ASHA),
American Physical Therapy Association (APTA), American
Occupational Therapy Association (AOTA)] have established
knowledge and skill competencies for paraprofessionals. CEC has a
set for paraeducators.
 ASHA, APTA and AOTA require community college AA
Degreees for certified therapy assistants.
 249 community colleges offer AA degrees to OT and PT
assistants.
 In 1997, ASHA recognized an AA degree for SLP assistants. In
response, there are already 10 accredited programs and another
50 in development.
Standards & Infrastructure
Continued  Eleven states have identified competencies or standards for
paraeducators.
 Thirteen states have credentialing systems, ranging from multilevel licensure/certification credentials that define roles, training and
career advancement criteria to one-dimensional systems that do not
specify role or training requirements.
 Approximately, 198 community colleges offer either two-year AA
degrees or one-year certificate programs to paraeducators working in
inclusive special and general education, bilingual/ESL, Title I, and
early childhood programs. (NRCP)
 Paraeducator-to-Teacher programs - Career ladders - Ongoing
training opportunities….
In the final analysis, schools cannot
adequately function without
paraeducators, and paraeducators
cannot adequately function in
schools that lack an infrastructure
that supports and respects them as
viable and contributing members of
instructional teams
(Daniels & McBride, 2001).
The National Resource
Center for Paraprofessionals

The purpose of the National Resource Center for
Paraprofessionals (NRCP) is to build partnerships that
address the preparation, management, supervision,
deployment, and career development of paraprofessionals.

Co-Directors: Marilyn Likins (Utah State University) and
Teri Wallace (University of Minnesota)

Founder: Anna Lou Pickett

National Conference: May 20-22, 2004 in Providence, RI

Web site: http://nrcpara.org
Resources - 1

National Resource Center for Paraprofessionals (NRCP): http://nrcpara.org

No Child Left Behind: http://www.ed.gov/nclb/

Study of Personnel Needs in Special Education (SPeNSE) Fact Sheets:
http://www.spense.org/Results.html

Minnesota Paraprofessional Consortium: http://ici2.umn.edu/para

Paraprofessionals In the Education Workforce, National Education
Association (NEA) http://www.nea.org/esp/resource/parawork.htm

Center on Personnel Studies in Special Education (COPSSE)
http://www.coe.ufl.edu/copsse/ --look for paraprofessional issue brief
Resources - 2

Paraeducator Support of Students with Disabilities in General Education
Classrooms, University of Vermont http://www.uvm.edu/~cdci/parasupport/

Roles of Educational Paraprofessionals in Effective Schools, U.S.
Department of Education http://www.ed.gov/pubs/Paraprofessionals/

National Clearinghouse for Careers in Special Education, CEC
http://www.special-ed-careers.org/research_library/paraeducators.html

Standards for a Profession, American Federation of Teachers (AFT)
http://www.aft.org/psrp/standards/

Schools and Staffing Survey, National Center for Educational Statistics
(NCES) http://nces.ed.gov/surveys/sass/
Resources - 3

Paraeducator-to-Teacher Programs, National Teacher Recruitment
Clearinghouse
http://www.recruitingteachers.org/become/paraprograms.html

IDEA Practices Home Page – http://www.ideapractices.org/

National Clearinghouse for Paraeducators Resources, Center for
Multilingual, Multicultural Research
http://www.usc.edu/dept/education/CMMR/Clearinghouse.html

National Joint Committee on Learning Disabilities
http://www.uvm.edu/~cdci/parasupport/

Paraeducator Resources Northwest Regional Educational
Laboratory http://nwrac.org/links/paraed.html
Resources - 4

State Level Initiatives Related to Training and Supervision of Paraeducators, Project
FORUM National Association of State Directors of Special Education 1800 Diagonal
Road, Suite 320 Alexandria, VA 22314 Tel: 703.519.3800, ext. 333 FAX: 703.519.3808
Please contact Joy Markowitz at joy@nasdse.org or by calling 703-519-3800 (ext. 335).

Copies of the IDEA Partnerships PARAPROFESSIONAL INITIATIVE: Report to the U.S.
Department of Education, Office of Special Education Programs (OSEP) may be
obtained from: Council for Exceptional Children, 1110 North Glebe Road, Suite 300
Arlington, VA 22201-5704,Voice: 1-877-232-4332 (toll free),TTY 866-915-5000,FAX 703264-1637, E-mail: ideapractices@ideapractices.org

IMPACT: Feature Issue on Paraeducators Supporting Students with Disabilities and At
Risk. Published by the Institute on Community Integration (UCEDD) and the Research
and Training Center on Community Living, College of Education and Human
Development, University of Minnesota • Volume 15 • Number 2 • Fall 2002 http://ici.umn.edu/products/impact/152/default.html

Wallace, T., Shin, J., Bartholomay, T., &Stahl, B. (2001). Knowledge and skills for teachers
supervising the work of paraprofessionals. Exceptional Children, 67(4), 520-533.

ERIC/OSEP Special Project (Spring 2003). Paraeducators: Providing support to students
with disabilities and their teachers. Research Connections in Special Education (no. 12).
Arlington, VA: The ERIC Clearinghouse on Disabilities and Gifted Education. http://ericec.org
Resources - 4

www.nea.org/books Let’s Team Up by Kent Gerlach - This unique checklist is written to help
paraeducators, teachers, and principals understand their roles and responsibilities as they relate to
each other. It's filled with helpful tips for teachers on working effectively with paraeducators, practical
suggestions for paraeducators on clarifying their jobs and their relationships with students and
school staff, and great advice for principals on the administrative supervision of paraeducators.
When every member of the school team is successful, the entire school wins.

www.proedinc.com Pickett, A.L., & Gerlach, G. Paraeducators in Education Settings: A
Team Approach. Austin, TX: Pro-ed This is the first and most comprehensive text on
supervising paraprofessionals in educational settings.

-
http://www.lrp.com/ The Teacher’s Guide to Supporting and Supervising
Paraprofessionals in the Classroom — Video and Guidebook by Teri Wallace
This hands-on training video spells out key roles and responsibilities of paraprofessionals, and teachers
working with paraprofessionals - along with successful management strategies - to help educators build
effective teaching teams and improve overall classroom instruction. This hands-on training video spells out
key roles and responsibilities of paraprofessionals, and teachers working with paraprofessionals - along with
successful management strategies - to help educators build effective teaching teams and improve overall
classroom instruction - 1-800-341-7874.
Discussion &
Questions