1. Competency Area B: Managing the Work of Paraprofessionals

2. Managing the Work of Paraprofessionals Competencies:
Clearly describes, to each paraprofessional, their roles and responsibilities.
Maintains regular positive and supportive interaction with paraprofessionals.
Contributes to the evaluation of paraprofessional performance with the intent of assisting paraprofessional skill improvement.
Maintains professionalism through respect, confidentiality, and honoring boundaries.
Provides beginning and substitute paraprofessionals with an orientation that results in sufficient understanding of the setting, staff, students, and staff roles and responsibilities.

3. Paraprofessionals and those around them must realize that paraprofessionals “assist and support” teachers.

4. What is the role of paraprofessionals?

5. Definition - MN 3525.0200 DEFINITIONS FOR SPECIAL EDUCATION -
Subp. 10a. Paraprofessional. “Paraprofessional” means a district employee who is primarily engaged in direct instruction with one or more pupils for instructional activities, physical or behavior management, or other purposes under the direction of a regular education or special education teacher or related services provider.

6. Legislation -
MS125A.08(b) -
(b) For paraprofessionals employed to work in programs for students with disabilities, the school board in each district shall ensure that --
Before or immediately upon employment, each paraprofessional develops sufficient knowledge and skills in emergency procedures, building orientation, roles and responsibilities, confidentiality, vulnerability, and reportability, among other things, to begin meeting the needs of the students with whom the paraprofessional works;

7. Legislation - MS125A.08(b) - continued…
2. Annual training opportunities are available to enable the paraprofessional to continue to further develop the knowledge and skills that are specific to the students with whom the paraprofessional works, including understanding disabilities, following lesson plans, and implementing follow-up instructional procedures and activities; and

8. Legislation - MS125A.08(b) - continued…
3. A district wide process obligates each paraprofessional to work under the ongoing direction of a licensed teacher and, where appropriate and possible, the supervision of a school nurse.

9. Some Appropriate Roles [adapted from F. Johnson (2003)]
Assist teacher to maintain records, folders, and filing
Manage classroom books, supplies, and equipment
Assist in large group instruction
Tutor individual and small groups of children
Prepare duplicate materials
Report attendance
Collect data for student assessment, observe and record behavior
Help pupils understand teacher directions
Play instructional games with children

10. Some Appropriate Roles [adapted from F. Johnson (2003)]
Supervise children during recess on the playground
Attend student conferences and IEP staffing
Prepare instructional resources and collect specific materials for lessons
Help students with missed work and make-up tests
Arrange learning centers and prepare materials for special activities such as art
Listen to oral reading
Provide role model for the children

11. Some Appropriate Roles [adapted from F. Johnson (2003)]
Record materials for children with disabilities
Contribute ideas when staff is planning instructional program
Re-teach with special practice after initial instruction by teacher
Supervise test periods and enter grades into grade books

12. Some Inappropriate Roles [adapted from F. Johnson (2003)]
Assign final grades
Make retention or promotion decisions
Initiate formal contact with parents concerning child's overall progress
Administer, score and interpret assessments that require subjective judgment
Assume full responsibility for a class for indefinite amount of time

13. Some Inappropriate Roles [adapted from F. Johnson (2003)]
Make major decisions as to the subject matter to be taught
Has primary responsibility for writing IEPs
Sub for a teacher, unless they are an official substitute in superintendent's office
Plan individual daily lesson plans for the classroom

14. Some Inappropriate Roles [adapted from F. Johnson (2003)]
Discard instructional materials as inappropriate
Give permission to observe
Supervise student teachers

15. Job Description Worksheet
Position Title
Position Setting
Hours of employment
Qualifications (credentials, education and/or work experience
Rationale and/or purpose for the position
Expectations of the position
Duties and responsibilities
Common activities

16. Job Description Worksheet, cont.
Orientation/pre-training requirements
On-the-job training goals
Future training needs
Supervision
Name(s) of professional(s) directing this position and brief description of that relationship
Schedule and structure of supervision (I.e., daily informal direction from lead teacher; weekly team meetings with instructional team; annual performance review conducted in spring with lead teacher and program administrator)
Evaluation

17. What role do teachers have in paraprofessional performance reviews?
In Minnesota, teachers do not hire, terminate or conduct performance evaluations -- that is the role of administrators.
But, teachers may contribute to the performance evaluation. How might this work? Why is it important?

18. Teacher’s Role -
Work with the administrator responsible for the performance evaluation and determine your role. For example, teachers might -
Gather information
Provide examples of performance
Work with paraprofessional to grow and improve skills
Provide summative information about performance
Other???

19. Contents for a paraprofessional handbook (F. Johnson, 2003)
Orientation checklist
Related policies and procedures
Professional Ethics
Report of Maltreatment
Evaluation process
Special education process
Behavioral management strategies

20. Contents for a paraprofessional handbook, Continued (F. Johnson, 2003)
Instructional strategies
Medication reference list
Substitute information
Training information (including instructions about how to document training activities)
Other information

21. Orientation -
Introduce the paraprofessional to policies, people, roles, responsibilities, school, classroom and more
Consider skills, abilities and interests.
Show where to go for breaks, phone, , paycheck, schedules, forms, etc.

22. Orientation Interview Questions French, 2003
Where did you grow up?
What are your leisure time activities?
What is your best memory of school?
What is your understanding of this position?
Why are you interested in this type of work?
What are your unique talents and skills?

23. Introducing Paraprofessionals to your Classroom (Gerlach, 2003)
Allow the paraprofessional to spend at least one day observing you and other teachers and students
Provide an initial orientation to your classroom, including:
Daily routines
Daily and weekly schedules
Instructional procedures
Classroom rules
Lesson plan format
Procedures for handling student assignments

24. Introducing Paraprofessionals to your Classroom (Gerlach, 2003)
Explain the activities that take place at the beginning of each class, such as:
Attendance
Warm-up routines
Lunch counts
Special services
Explain your class policies regarding:
Classroom procedures (e.g., posting and handing in assignments)
Room organization and clean-up
Dismissing the class and small groups
Student rules
Bathroom rules

25. Introducing Paraprofessionals to your Classroom (Gerlach, 2003)
Explain your class policies regarding: (continued)
Incomplete work, late or missing work, and make-up work
Parent and family communication
Other:
Discuss the plans of the students with whom the paraprofessional works
Provide a place for the paraprofessional to put his or her things try to get access)

26. Ask yourself these questions… (Gerlach, 2003)
Did I explain what task needs to be done and why, how and where it will be done?
Did I explain how the paraprofessional will be observed and supervised?
Did I discuss how feedback should be provided to me?
Do I speak in team language, such as “It would be good for both of us if we…”
Did I ask for a specific action or did I phrase my request in ambiguous terms?

27. Ask yourself these questions… (Gerlach, 2003)
Did I provide a written plan?
Did I set a mutually agreed-upon deadline when I delegated a task?
Did I confirm important content in writing?
Did I ask if the paraprofessional had any questions?

28. Planning and Scheduling Competencies:
Establish goals and detailed plans around which activities of paraprofessionals are coordinated.
Organize and manage schedules that allow for cooperation, planning and information sharing.
Consider the strengths, interests and needs of paraprofessionals when managing schedules.
Manage smooth transitions brought on by changes to the daily schedules of paraprofessionals.
Organize and provide materials and resources that are necessary to carry out the objectives of each paraprofessional’s activity.

29. Summary of Student Schedule Student Name___________________Grade______________________Date____________________
Please fill in class/subject for each half-hour block using the key (see next slide)
Monday
Tuesday
Wednesday
Thursday
Friday
8:00-8:30
8:30-9:00
9:00-9:30
9:30-10:00
10:30-11:00
11:00-11:30
11:30-12:00
12:00-12:30
12:30-1:00
1:00-1:30
1:30-2:00
2:00-2:30
2:30-3:00

30. Summary of Student Schedule Student Name___________________Grade______________________Date____________________
Please fill in class/subject for each half-hour block using the key (see next slide) KEY - Blue - student is in independent class activity, no para in room Green - Student is in independent class activity, para is in room Black - Student is in independent class but para checks at ___ minute intervals Purple - Student is receiving one-to-one direct instruction within general education classroom Red - Student is pulled out to receive instruction in a special education environment ** Indicates problem areas/have questions and concerns
Monday
Tuesday
Wednesday
Thursday
Friday
8:00-8:30
8:30-9:00
9:00-9:30

31. Steps for Delegation to Paraprofessionals French (2003)
Delegation is a process that consists of steps that can be learned by teachers even if they entered the profession believing that supervision of paraprofessionals was not part of their job.

32. 1. Analyze the task How urgent and important is the task?
Could someone else do it?
What are the component parts of the larger task?

33. 2. Decide what to delegate
What are the student needs? Program needs?
What are the paraprofessional’s interests and skills?
What training or coaching would be needed for the paraprofessional to complete the task?

34. 3. Create the plan
Identify the components of the task, limits of authority, & performance standards.
Determine how to direct and monitor the paraprofessional and when/how to provide needed training.

35. 4. Select the right person
Consider interests, preferences, and abilities.
Consider the degree of challenge the task presents.
Be sure balance and rotate unpleasant tasks.

36. 5. Direct the task Clarify objectives and purposes.
Communicate effectively.
Set timelines.

37. 6. Monitor performance Create a system for feedback and provide it.
Tolerate and manage style differences.
Let the paraprofessional do the task and don’t interfere early on while he/she is still learning.
Document and reward good performance.

38. - Barbara Jo Stahl (MDE)
The role and function of adults in the classroom must be well defined in order for coordinated instruction to occur. Teachers and paraprofessionals working with students must take time to coordinate and plan together so that paraprofessionals are not left alone to create and design what they do with students.
- Barbara Jo Stahl (MDE)