Cohort Facilitation Guide
Supervising Volunteers and Paraprofessionals
5 hr stand-alone
This facilitation guide is designed for those leading cohort groups who are taking or have taken Danielson PD modules through Pennsylvania’s PD Center. Please be encouraged to steer your cohort group toward discussion that is most appropriate for your particular environment and needs.
In the table below, you will find guiding or essential questions related to the module content and applications in the left-hand column, and potential discussion points in the right-hand column. The last column of the table shares Pennsylvania-specific resources that might be of use or interest to the cohort group. At the end of this guide, you will find the alignment(s) between Danielson’s Framework for Teaching and this module as well as correlations to the Framework for Leadership, should any groups wish to explore those connections further.
Guiding Questions / Possible/Guiding ResponsesHow can understanding the roles, standards, and guidelines for paraprofessionals aid in their supervision? / · Properly trained paraprofessionals (teaching assistants) can play an important role in improving student achievement, especially in Title I schools by reinforcing and augmenting a teacher's effort in the classroom. ESEA therefore requires that paraprofessionals assigned to work directly with students in Title I programs meet higher standards of qualification.
· Title I paraprofessionals whose duties include instructional support must have:
1. High school diploma or the equivalent, and
2. Two years of college (48 units), or
3. A. A. degree (or higher), or
4. Pass a local assessment of knowledge and skills in assisting in instruction.
5. (This is a locally approved assessment. Local education agencies may develop their own assessment or use an existing assessment so long as it measures the knowledge and skills in assisting in instruction. Many districts use the California Basic Educational Skills Test [CBEST] for this purpose).
· Individuals who work in food services, cafeteria or playground supervision, personal care services, non-instructional computer assistance, and similar positions do not have to meet these requirements.
· Identified through a myriad of titles and job descriptions, paraprofessionals’ roles and responsibilities have evolved along with the need for increased instructional supports for diverse learners.
· Paraprofessionals often play key roles to ensure the successful provision of supports and services in general education.
· “....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 and McBride 2001)
· Paraprofessionals were formally identified in federal legislation with the 1997 Amendments to the Individuals with Disabilities Education Act (P.L. 105-17). The term paraprofessionals continues in the 2004 reauthorization of IDEA. Federal regulation 34 C.F.R. Section 156(b)(2)(iii)300.156 (iii), allows paraprofessionals and assistants who are appropriately trained and supervised, in accordance with state law, regulation, or written policy, in meeting the requirements of this part to be used to assist in the provision of special education and related services under this part to children with disabilities.
· Because paraprofessionals provide instructional support, they should not be providing planned direct instruction, or introducing students to new skills, concepts or academic content.
· Consideration of the match between the needs of the student or students and the ability and skill of the potential paraprofessional to perform the work necessary to meet those needs is important during the hiring process.
· Staff development is a critical and a federally mandated aspect of paraprofessional support.
· Training programs and job-embedded processes provide the knowledge and skills needed by the paraprofessionals and by those persons who oversee the use of paraprofessional services.
· It is often helpful to initiate a comprehensive paraprofessional training program by conducting a needs assessment. Sound professional development decisions are determined through ongoing assessment of current practices, needs and intended outcomes.
· Paraprofessionals should be part of a team that recognizes that all students can learn. The certified teacher should have training in the principles of teaching and learning that emphasize scaffolding teaching and supports, fostering independence, data collection, and strategies for student engagement. Proper teacher training and modeling will help ensure that the paraprofessional will also be effective when working with students.
· Reference: http://www.sde.ct.gov/sde/lib/sde/pdf/cali/guidelines_paraprofessionals.pdf
How can volunteers and paraprofessionals best be supported? / · Training programs and job-embedded processes provide the knowledge and skills needed by the paraprofessionals and by those persons who oversee the use of paraprofessional services.
· It is often helpful to initiate a comprehensive paraprofessional training program by conducting a needs assessment. Sound professional development decisions are determined through ongoing assessment of current practices, needs and intended outcomes.
· Paraprofessionals should be part of a team that recognizes that all students can learn. The certified teacher should have training in the principles of teaching and learning that emphasize scaffolding teaching and supports, fostering independence, data collection, and strategies for student engagement. Proper teacher training and modeling will help ensure that the paraprofessional will also be effective when working with students.
· Provide feedback to the paraprofessional in practice situations so she or he can develop and practice skills to use on the job. Feedback is best when it is specific and descriptive rather than general and/or judgmental: “When you touched his shoulder, he pulled away” rather than, "Touching his shoulder is the wrong thing to do.” It should also be directed toward performance rather than personal characteristics, “You should stand up when you give directions to students” versus "You're too short for them to respect your commands.”
· Observe paraprofessionals briefly (5 minutes is enough) while they are working with students and provide coaching. Coaching helps the paraprofessional fine tune newly acquired skills. Without coaching, newly acquired skills may become ingrained but may not be correct. When you take on the coaching role, you must take care to separate the coaching functions from the evaluative aspect of your job. Paraprofessionals will not thrive if coaching makes them feel as though they are being "called on the carpet." Just as coaching Olympic athletes consists of giving/getting feedback about athletic performance, coaching paraprofessionals consists of giving/getting feedback about their performance.
How can training enhance paraprofessional skills? / · Training increases the knowledge of resources
· Training provides necessary information about the student with whom he/she is working, where things are in the classroom/school, and how to get help.
· Training enhances confidentiality regulations
· Training aids with communication styles and methods
· Training refines work style characteristics and preferences
· Most often training occurs on the job, incidentally throughout the day or week, or during team meetings. Try the simplest form of instruction--telling a person how to do something-first. If it works, fine. But, if the paraprofessional cannot perform the task the way you need, then add demonstration, practice, and feedback to the on-the-job training you do.
· Documenting on-the-job training provides a safeguard in three situations:
1. when a paraprofessional does not meet your standards,
2. when you need to protect the safety and welfare of students,and
3. when you need a basis for legal defense.
· When a paraeducator is unable or unwilling to do the work, it is important that you have given the paraprofessional every opportunity to improve her or his skills. If performance remains substandard after you've provided training, then you may have the grounds for dismissal. Second, protecting the emotional safety of students is important when students have emotional or self-esteem needs that place them at risk. Third, sometimes parents sue the school when they believe their son or daughter has been placed at risk or when the child has failed to acquire the outcomes documented on the Individualized Education Program (IEP). The 1997 reauthorization of the Individuals with Disabilities Education Act specifically requires that all personnel who work with students who have disability labels have the skills required for the position. You risk being sued if the paraprofessional is not adequately prepared to perform the instructional duties you assign. If, on the other hand, you provide training and document what you've done, the risk is minimized.
· Reference: http://www.ldonline.org/article/6184/
What PA-specific online resources are available that will explore how to supervise volunteers and paraprofessionals? / · PaTTAN Paraprofessional Training
· Pennsylvania Paraeducator Training
· PSEA Paraprofessional Information
Primary alignment between Supervising Volunteers and Paraprofessionals and the Framework for Teaching:
· 2c: Managing Classroom Procedures
Correlations between Supervising Volunteers and Paraprofessionals and the Framework for Leadership:
· 1c: Builds a Collaborative and Empowering Work Environment
· 2a: Leverages Human and Financial Resources
· 2b: Ensures a High Quality, High Performing Staff
· 2c: Complies with Federal, State, and LEA Mandates
· 2d: Establishes and Implements Expectations for Students and Staff
· 2e: Communicates Effectively and Strategically
· 2f: Manages Conflict Constructively
· 2g: Ensures School Safety
· 3a: Leads School Improvement Initiatives
· 3b: Aligns Curricula, Instruction, and Assessments
· 3c: Implements High Quality Instruction
· 3d: Sets High Expectations for All Students
· 3e: Maximizes Instructional Time
· 4c: Supports Professional Growth
* Modified from Guiding Questions: Conversations Between Principals and Teachers © Pennsylvania Department of Education, 2013.
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