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Supervision:

Competencies for Teachers who Direct the Work of Paraprofessionals

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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.

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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 --

1. 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;

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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

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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.

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Defining “Supervision” -

NCLB and IDEA use the word “supervision” and in Minnesota we use the phrase “directing the work of paraprofessionals” refer to similar roles. In Minnesota, supervision includes the ability to hire, terminate and evaluate. However, teachers do not fulfill these roles and yet they must provide day-to-day direction to paraprofessionals.

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Defining “Supervision” -

NCLB, 2002 -What does NCLB say?

• A paraprofessional works under the direct supervision of a teacher if the teacher plans the paraprofessional’s instructional activities and evaluates the achievement of the students with whom the paraprofessional works

• The paraprofessional also would be required to work in close proximity of the teacher

- Draft Non-Regulatory Guidance

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Minnesota Data - Wallace, Stahl, & Johnson (2003)

Table 14 (next slide) provides the 2003 paraprofessional responses regarding persons responsible for day-to-day direction, supervision and annual performance reviews. The responses to each of the questions are placed side by side for ease of comparison. The teacher’s responsibility appears to diminish from direction to supervision to performance review whereas the administrators’ responsibility has the opposite effect. This isn’t surprising and is what we would expect given the various roles of teachers and administrators. Perhaps the most concerning response is that 18% (156) of the paraprofessionals were not sure who was responsible for their performance review.

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Minnesota Data - Wallace, Stahl, & Johnson (2003)

Special educator 60% 52% 27%General educator 15% 5% 2%Title I teacher 8% 11% 5%Special education administrator 5% 7% 6%ESL/ELL/ LEP teacher 1% 1% 0%Early childhood teacher 2% 1% 1%Early childhood administrator 0% 1% 0%Parent coordinator 0% 0% 0%Media specialist 0% 0% 0%Principal/Assistant principal 4% 17% 31%School nurse/P ublic health nurse 1% 0% 0%It is not clear to me/Don’t know 1% 2% 18%Someone other than a licensed staff person isresponsible for my work. 0% -- --

Other (specify) 3% 4% 8%Total N 859 852 863

Table 14: Persons Responsible for Day-to-Day Direction, Supervision, Performance Reviews

Day-to-Day Direction Supervision Performance % of Total N % of Total N % of Total N

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Directing the day-to-day work of paraprofessionals?

Focus groups (teachers, administrators, paraprofessionals)

Administrators and Paraprofessionals asked, “What should teachers do to direct the work of paraprofessionals?”

Teachers asked, “What do you do to direct the work of paraprofessionals?”

Validation survey Sent to administrators, paraprofessionals and teachers and they

were asked, “How important is it for teachers to know or be able to do_______?”

7 competency areas; 30 competencies All 30 competency statements were validated with more than 90%

indicating each statement “important or very important”.

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Seven Competency Areas

o Communicating with Paraprofessionalso Planning and Schedulingo Instructional Supporto Modeling for Paraprofessionalso Public Relationso On-the-Job Trainingo Management of Paraprofessionals

- Wallace, Shin, Bartholomay, & Stahl (2001)

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Communicating with Paraprofessionals

Communicates with paraprofessionals in a clear, receptive and responsive manner.

Provides clear daily direction in coordinating plans, schedules and tasks.

Informs and updates paraprofessionals regarding student information, such as assessment results, behavioral changes, medications and other factors that many influence the work of the paraprofessional.

Provides regular opportunities for staff communication, group discussion, and collaboration

Assists paraprofessionals in clarifying their roles and responsibilities to other staff, parents, or volunteers.

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Planning and Scheduling

Establishes goals and detailed plans around which activities of paraprofessionals are coordinated.

Organizes and manages schedules that allow for cooperation, planning and information sharing.

Considers the strengths, interests and needs of paraprofessionals when managing schedules.

Manages smooth transitions brought on by changes to the daily schedules of paraprofessionals.

Organizes and provides materials and resources that are necessary to carry out the objectives of each paraprofessional’s activity.

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Instructional Support

Provides regular, constructive feedback regarding each paraprofessional’s work performance.

Encourages the involvement of paraprofessionals in setting goals and planning, implementing, and evaluating program and instructional activities.

Coordinates collaboration among paraprofessionals and other staff, such as specialists.

Efficiently manages resources related to student instruction, such as instructional materials, physical space, and personnel.

Supports paraprofessionals in using modified instructional plans and materials to accommodate the exceptional learning needs of various students.

Provides assistance and direction for paraprofessionals who work in independent capacities.

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Modeling for Paraprofessionals

Models for paraprofessionals a caring and respectful manner when interacting with students.

Models for paraprofessionals a behavior that is trustworthy, cooperative, and active in school-wide programs.

Models for paraprofessionals respect, patience and persistence in carrying out educational objectives.

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Public Relations

Informs administrators, teachers, and parents of the responsibilities and roles paraprofessionals have in the educational program.

Advocates for the paraprofessional regarding training and leave time, modifications in responsibility, involvement in decision groups, and other issues of importance to paraprofessionals.

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Training Provides opportunities for on-the-job training for

paraprofessional skill development. Educates paraprofessionals of their legal rights and

responsibilities regarding their student interaction, services, and instructional programming.

Advocates for school and district to provide inservice training opportunities that are directly related to the daily work of paraprofessionals.

Advocates for school and district to offer paraprofessionals a basic training in current issues and strategies related to the teaching of students with disabilities.

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Management of

Paraprofessionals

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.

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Other support for teacher’s role in

supervising paraprofessionals French, 2003Pickett & Gerlach, 2003Pickett and Safarik, 2003

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7 Executive Functions - Orienting the paraprofessional to the classroom, school

and students Planning for paraprofessionals Scheduling for paraprofessionals Delegating tasks to paraprofessionals On-the-job training and coaching of paraprofessionals Monitoring and feedback regarding performance Managing the workplace (communication, problem

solving, conflict management) - French (2003)

Adapted from Managing Paraeducators in Your School: How to Hire, Train, and Supervise Non-Certified Staff, by N. French, 2003. Thousand Oaks, CA: Corwin Press.

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Responsibilities for Teachers-

1. As team leaders and supervisors of paraeducators,teachers:

a. Prepare work assignments for paraeducators based onprogram objectives and learner needs;

b. Monitor paraeducator performance;c. Provide on-the-job training to prepare paraeducators to

carry out team and learner goals; andd. Share relevant information with principals or agency

administrators and paraeducators about the strengths andtraining needs of the individual paraeducator.

- (Pickett and Safarik, 2003)

- (Pickett and Gerlach, 2003)

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Responsibilities for Teachers-

- (Pickett and Safarik, 2003)

2. As program and classroom managers, teacherscreate learner-centered environments, and assupervisors of paraeducators, they:

a. Implement, with the assistance of paraeducators, districtand agency procedures for protecting the safety, health,and well-being of learners and staff;

b. Involve parents or other caregivers in their child’seducation; and

c. Plan and involve paraeducators in learning activities thatmaintain supportive, inclusive, and safe learningenvironments that respect differences among children,youth, families, and staff.

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Responsibilities for Teachers-

- (Pickett and Safarik, 2003)

3. As program planners, teachers align curriculumcontent with learning and performance standardsdeveloped by the state or local education agency.They:

a. Develop lesson and behavioral plan to achieve learningand performance standards;

b. Modify plans, curriculum content, and instructionalstrategies to accommodate individual learner differences;and

c. Involve an appropriately prepared paraeducator inplanning activities that increase individualized learningopportunities for children and youth based on eachindividual’s qualifications.

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Responsibilities for Teachers-

- (Pickett and Safarik, 2003)

4. As instructional facilitators, teachers engagechildren and youth in learning activities. They:

a. Provide, with the assistance of paraeducators, learningexperiences that take place in different environments(e.g., classrooms, libraries, etc.); and

b. Develop paraeducator assignments that include learningobjectives for individual children and youth; instructionalstrategies, materials, and equipment required to carry outthe activities; and methods for documenting learningperformance.

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Responsibilities for Teachers-

- (Pickett and Safarik, 2003)

5. As diagnosticians of learner needs, teachers:a. Participate in assessment activities that involve families in

establishing eligibility for special services programs;b. Analyze, with the assistance of other licensed and

credentialed professional personnel, results ofstandardized (formal) instruments for assessing learningachievement;

c. Develop and analyze the results of functional (informal)assessment tools to document learner strengths andneeds;

d. Keep learner records required by federal laws, stateregulations, and district or agency policies; and

e. Involve paraeducators in assessment and record-keepingactivities for which they are prepared.

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Responsibilities for Teachers-

- (Pickett and Safarik, 2003)

6. Teachers practice standards of professional andethical conduct. They:

a. Adhere to the ethical and professional standards relatedto the supervision of paraeducators established by theprofessional organization representing their discipline orfield;

b. Model standards of professional conduct forparaeducators (i.e., maintaining confidentiality,demonstrating respect for the human, civil, and legalrights of learners and their families, and respectingdiversity in learner abilities, heritages, and lifestyles); and

c. Participate in opportunities for professional developmentthat improve supervisory and team building skills.

Adapted from Strengthening and Supporting Teacher/Provider-Paraeducator Teams: Guidelines for Paraeducator Roles, Supervision, and Preparation, by A.L. Pickett, 1999 - National Resource Center for Paraprofessionals.

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Responsibilities of Teachers with Regard to Paraprofessional Supervision (Pickett and Safarik, 2003 in Pickett and Gerlach, 2003)

Participate in supervision training prior to using a paraprofessional and upgrade supervision knowledge and skills on a regular basis.

Participate significantly in the hiring of the paraprofessional for whom he or she will be responsible.

Inform the family and student about the level (professional vs. paraprofessional), frequency, and duration of services, as well as the extent of supervision.

Review each individual plan with the paraprofessional at least weekly.

Delegate specific tasks to the paraprofessional while retaining legal and ethical responsibility for all services provided or omitted.

Sign all formal documents (e.g., IEPs, reports). Review and sign all informal progress notes prepared by the

paraprofessional.

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Responsibilities of Teachers with Regard to Paraprofessional Supervision (Pickett and Safarik, 2003 in Pickett and Gerlach, 2003)

Provide ongoing on-the-job training for the paraprofessional. Provide and document appropriate supervision of the

paraprofessional. Ensure that the paraprofessional performs only tasks within the

scope of the paraprofessional’s responsibility. Participate in the performance appraisal of the paraprofessional for

whom he or she is responsible.

Adapted from “Learning Disabilities: Use of Paraprofessionals,” National Joint Committee on Learning Disabilities, 1999 (Winter), Learning Disabilities Quarterly, 22, pp. 23-28.

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Discussion &Questions