1. Assisting Students with Disabilities: A Training Program
Module 2:
Effective Supervision of Paraeducators
Module 2, Transparency #1

2. Overview of this Training Module
Module 2: Effective Supervision of Paraeducators
Unit 1 – Teacher Supervision of Paraeducators
Unit 2 – Administrator Supervision of Paraeducators
Module 2, Transparency #2

3. Module 2, Unit 1: Teacher Supervision of Paraeducators
Instructional Objectives:
To understand the roles of teachers & administrators in supporting paraeducators
To learn how to welcome & incorporate a new paraeducator into the classroom
To learn skills for assigning tasks & monitoring paraeducator performance
To gain additional team leadership skills
Module 2, Unit 1, Transparency #3

4. Module 2, Unit 1, Transparency #4
Unit Overview
Overview of the instructional team
Providing paraeducators with an appropriate orientation
Appropriate planning, delegation, & evaluation
Providing effective team leadership
Module 2, Unit 1, Transparency #4

5. Overview of the Instructional Team
Characteristics of paraeducators
Gender
Income
Home life
Education & past work experience
Training for the paraeducator job
Module 2, Unit 1, Transparency #5

6. Overview of the Instructional Team
Paraeducators are technicians who provide direct services to youth, under the guidance & supervision of certified teachers
“Paraeducator” is the preferred term for this role. It mean “works alongside an educator”.
Module 2, Unit 1, Transparency #6

7. Roles & Responsibilities of the Instructional Team
Administrators
Ensure school policies/practices comply with federal, state, & local district policies & laws
Involved in hiring, supervising, & evaluating school staff
Assist with crisis-management & problem-solving
Help decide what activities & programs the school will host
Module 2, Transparency #1

8. Roles & Responsibilities of the Instructional Team
Teachers
Design & implement instructional programs for students
Assess student performance & evaluate effectiveness of instructional programs
Involve parents in students’ education
Develop accommodations & modifications for students with disabilities
Participate in an instructional team (e.g., supervise paraeducators)
Module 2, Unit 1, Transparency #8

9. Roles & Responsibilities of the Instructional Team
Paraeducators
Provide instruction 1:1 or in small groups, according to teacher lesson plans
Assistant in implementing teacher-designed accommodations & modifications
Assist with assessment activities
Assist with behavior management
Module 2, Unit 1, Transparency #9

10. Roles & Responsibilities of the Instructional Team
Key difference between the roles of teacher & paraeducator:
The teacher decides WHAT will be taught & HOW it will be taught; the teacher is the instructional designer
The paraeducator helps DO what the teacher has designed; the para helps implement the teacher’s instructional designs
Module 2, Unit 1, Transparency #10

11. Providing an Appropriate Orientation for Paraeducators
Basic information
Introductions to all school staff
Written policies & procedures for school staff, for example…
Emergency & safety procedures
School rules & routines
Protocol for reporting absences
Students’ rights to confidentiality
Module 2, Unit 1, Transparency #11

12. Providing an Appropriate Orientation for Paraeducators
Getting to Know One Another
Ask good questions of each other
See how well your work style preferences “fit”
Think ahead to how you can prevent differences from becoming problems in your working relationship
Module 2, Unit 1, Transparency #12

13. Providing an Appropriate Orientation for Paraeducators
Determine exactly what the paraeducator’s role will be
Do a Needs Assessment
Assess the paraeducator’s current level of skills
Compare these two, to determine current tasks and future training needs of the paraeducator
Module 2, Unit 1, Transparency #13

14. Providing an Appropriate Orientation for Paraeducators
Para should be given a copy of the district’s general job description
Teacher & para should work together to supplement that with a personalized job description
Module 2, Unit 1, Transparency #14

15. Providing an Appropriate Orientation for Paraeducators
Provide the para with a Growth & Development Plan
Serves as a reminder to the teacher that training is needed
Helps to establish continual learning & development as a part of the school culture
Once training has occurred, it serves as a convenient way to document the training
Module 2, Unit 1, Transparency #15

16. Planning, Delegating & Evaluating
Planning for Paraeducators
A legal & ethical responsibility of teachers
Includes specific duties & a specific schedule
May be shared among a team of teachers
Must be written; may be most efficient to use a form
Module 2, Unit 1, Transparency #16

17. Planning, Delegating & Evaluating
Delegating Skills
Know which tasks can appropriately be delegated
Remember paraeducator roles & responsibilities
Only tasks the paraeducator has been trained for
Consider paraeducator strengths & preferences
Consider desirability of the task
Consider urgency of the task
Module 2, Unit 1, Transparency #17

18. Planning, Delegating & Evaluating
Delegating tasks to paraeducators
Include:
Why
What
When/where
How
Authority
Monitoring/evaluation
Module 2, Unit 1, Transparency #18

19. Planning, Delegating & Evaluating
Tell the para in advance
Factors to consider when deciding how to evaluate
How long has the para been working with you?
Para’s skill level
District/school policies
Student support needs
Module 2, Unit 1, Transparency #19

20. Providing Effective Team Leadership
Holding Meetings
Be creative in “finding time” for regular, sit-down meetings between you & the para
Will you need a meeting facilitator?
Who will record meeting notes & decisions?
How will decisions be made?
Set (and stick to) agendas
Module 2, Unit 1, Transparency #20

21. Providing Effective Team Leadership
Effective Communication Techniques
Express yourself clearly & with tact
Aim for an Assertive style
Use “I statements”
Choose the setting carefully
Module 2, Unit 1, Transparency #21

22. Providing Effective Team Leadership
Effective Communication Techniques (cont.)
Listening & Responding to others
Concentrate
Wait to respond
Check for understanding
Show empathy
Offer input, if appropriate
Module 2, Unit 1, Transparency #22

23. Providing Effective Team Leadership
Managing conflicts & problem-solving
Important part of a teacher’s job is dealing with problems
This can be stressful, but it is manage-able
What can you do about problems?
Module 2, Unit 1, Transparency #23

24. Providing Effective Team Leadership
6-step problem-solving process:
Define the problem
Determine the causes of the problem
Set a goal
Brainstorm solutions, then evaluate them
Select the best solution(s), then try it/them
Evaluate the solution(s)
Module 2, Unit 1, Transparency #24

25. Module 2, Transparency #1

26. Assisting Students with Disabilities: A Training Program
Module 2:
Effective Supervision of Paraeducators
Module 2, Transparency #1

27. Overview of this Training Module
Module 2: Effective Supervision of Paraeducators
Unit 1 – Teacher Supervision of Paraeducators
Unit 2 – Administrator Supervision of Paraeducators
Module 2, Transparency #2

28. Administrator Supervision of Paraeducators
Instructional Objectives:
Gain a better understanding of the roles of paraeducators
Improve skills in conducting para “needs assessments”
Understand the importance of job descriptions & policy handbooks
Understand the importance of a comprehensive approach to paraeducator training
Module 2, Unit 2, Transparency #3

29. Module 2, Unit 2, Transparency #4
Unit Overview
Establishing policies & standards
Recruitment & selection of paraeducators
Paraeducator supervision policies
Training policies
Module 2, Unit 2, Transparency #4

30. Establishing Policies & Standards
Needs Assessments
What are the needs of the students in my school or district?
Can paraeducator staff help us meet these needs?
What paraeducator characteristics do we need most?
What programs need paraeducator support most?
Module 2, Unit 2, Transparency #5

31. Establishing Policies & Standards
Paraeducator Job Descriptions
Infrequent but very important
3 levels
School- or district-level
Program level
Instructional team level (individualized)
Module 2, Unit 2, Transparency #6

32. Recruitment & Selection of Paras
Focus on positive characteristics of the job
Target appropriate audiences
PTAs
Senior citizens’ centers
School volunteer programs
Community colleges
High school vocational training programs
Retired military personnel
Module 2, Unit 2, Transparency #7

33. Recruitment & Selection of Paras
Minimum qualification: High school diploma/GED
Desirable characteristics:
Previous work experience, especially in education or with youth
Appropriate skills for the position
Positive attitude toward youth
Interest in learning
Good interpersonal skills
Module 2, Unit 2, Transparency #8

34. Paraeducator Supervision Policies
Teachers should have primary responsibility for planning for paras, assigning tasks to them, and planning for & providing on-the-job training
Teachers should share responsibility with administrators for selecting and evaluating paras
Module 2, Unit 2, Transparency #9

35. Paraeducator Supervision Policies
Administrators should:
Provide a school- or district-wide supervision policy statement
Provide paid time for regularly-scheduled teacher-para meetings
Take a lead role in annual or semi-annual para performance evaluations
Evaluate teacher supervision of paras
Provide a paraeducator policy handbook
Module 2, Unit 2, Transparency #10

36. Module 2, Unit 2, Transparency #11
Training Policies
Paras are often hired for their position with little or no prior training
4 levels of training should be provided to paras:
Initial orientation
On-the-job coaching
Formal inservice training
Opportunities for advancement
Training time should be compensated
Module 2, Unit 2, Transparency #11

37. Module 2, Unit 2, Transparency #12
Training Policies
Take a thorough, systematic approach to para training
Collaborate with the supervising teacher to identify & provide for all needed para training
Paraeducator training plans should be written
Train teachers in paraeducator supervision skills
Module 2, Unit 2, Transparency #12