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

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

3. Module 2, Unit 2, Transparency #3 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 Administrator Supervision of Paraeducators

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

5. Module 2, Unit 2, Transparency #5 Establishing Policies & Standards Needs Assessments 1) What are the needs of the students in my school or district? 2) Can paraeducator staff help us meet these needs? 3) What paraeducator characteristics do we need most? 4) What programs need paraeducator support most?

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

7. Module 2, Unit 2, Transparency #7 Recruitment & Selection of Paras Recruitment 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

8. Module 2, Unit 2, Transparency #8 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

9. Module 2, Unit 2, Transparency #9 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

10. Module 2, Unit 2, Transparency #10 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

11. 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

12. 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