1. Developed by: Stetson & Associates, Inc. www.stetsonassociates.com Roles, Responsibilities and Support PARAEDUCATORS

2.  Define roles and responsibilities for the paraeducator and partner teacher(s)  Explore a tool to assess effectiveness as a paraeducator Session Objectives

3. Position Statement: School staff use relevant student behavior and school climate data when making decisions within the continuum of service. Expectations: Positive relationships are built with ALL students. Knowledge of student backgrounds and interests drives positive engagement strategies and relevance of class work and homework assignments. Within the PLC structure, teachers will explore the associations between behavioral indicators and academic achievement. Reinforcing positive behavior is exhausted before the use of office referrals and other disciplinary strategies that limit access to instruction. Schools implement PBIS and SEL framework, and monitor effectiveness through MTSS process. Schools track and monitor student behavior data through IC. Teachers intentionally work toward developing common cultural connections around language for more effective instructional and learning opportunities in and outside of the classroom. Fundamental 3: Climate and Engagement

4. P – people: how we use our people and power them to take leadership roles at all levels O – optimism: hope and faith in and for all….along with deliberate actions to accompany the beliefs and optimism W – work: own our work, be collaborative – no islands/isolation E – efficacy: look at and use data R – relationships: all we do centers around relationships with all stakeholders Mama J’s Message

5. Ask questions. Engage fully. Integrate new information. Open your mind to diverse views. Utilize what you learn *Taken from LF.org… Working Agreements

6. How was driving your first car like your first day as a paraeducator? How did you feel? How did you react? Like driving a car... Think of the time when you first got behind the wheel of a car to take your first drive. How did you feel? How did you react?

7. In order to be effective in our roles, everyone in the workforce needs to have a clear understanding of their roles and responsibilities. When we don’t have role clarity, we are typically more apprehensive, less effective, enjoy our jobs less, and most important, do not fulfill our jobs as intended. ROLE CLARITY

8. Many studies suggest that a lack of clarity regarding roles and responsibilities is a pervasive concern in schools today. ROLE CLARITY

9. Teacher Assistant Video

10.  Elementary Librarians  Middle/High School Library Assistants  Education Technology Specialists (ETS)  ELL Assistants  Special Education Assistants And Aides  Early Childhood Aides And Assistants  Kinder AmigosParas in Washoe County School District

11. A paraeducator is an individual who provides instructional or related support to students under the direction and supervision of a certified teacher. What is the role of a Para? Statistics reported by The Education Trust, 2001

12. Two Key Phrases... A paraeducator is an individual who provides instructional or related support to students under the direction and supervision of a certified teacher.

13. Individuals with Disabilities Education Act, Reauthorized 2004 Guidance from Legislation Elementary and Secondary Education Act of 2001, No Child Left Behind

14. Guidance from Legislation Elementary and Secondary Education Act of 2001, No Child Left Behind o Completed two years of study at an institution of higher education o Obtained an associate’s (or higher) degree; OR o Passed a formal state or local academic assessment in which the paraeducator demonstrated knowledge of and the ability to assist in instructing in reading, writing, and mathematics. --US Dept of Education, www.ed.gov

15. Individuals with Disabilities Education Act, Reauthorized 2004 Guidance from Legislation o Provide one-to-one tutoring if such tutoring is scheduled at a time when a student would not otherwise receive instruction from a teacher o Assist with classroom management o Provide instructional assistance in a computer lab, library, or media center o Conduct parental involvement activities o Act as a translator o Provide instructional support services under the direct supervision of a teacher --US Dept of Education, www.ed.gov

16. MORE DEFINITIONS

17. Make decisions about curriculum (what to teach) or instruction (how to teach) on their own Introduce students to new concepts, academic content, or skills Serve as a substitute teacher when a teacher is absent Provide clerical services in the school office since their roles are to provide instructional support (if funded through Title I or IDEA dollars) Paraeducators should not:

18. Assign final grades Score or interpret assessments that require subjective judgment Assume final responsibility for students for an indefinite amount of time Have primary responsibility for writing an individualized education program (IEP) Make a decision about a student’s educational program without teacher approval Teach to the class without the teacher present Make modifications or adaptations without training and teacher’s approval Paraeducators should not:

19. Define Your Role Consider each of the components with your teaching partner. Craft a job description that fits the settings and students they support.

20. Read an assigned section of the article. Discuss your section of the article: What was the paraeducator’s role? How could you, as a paraeducator, develop a collaborative relationship with your partner teacher(s)? Share your ideas. As a Small Group:

21. Turn to the “Attitude Toward Students” reflective questions (page 30): Do I believe in them? Do I have a passion for teaching them? Do I have a purpose for teaching them? Do I treat teaching them as a mission? Do I have a vision for what I expect of them? Do I set incremental and long-range goals for them to achieve? Do I plan each day thoroughly toward their success? Do I see myself as a role model for them and always conduct myself as a professional? Do I see myself as the number-one determinant of their success or failure? Do I conduct daily self-reflections and self-assessments of my practice for teaching them? Framework 2

22. Thank You!