Paraeducator Supervision Academy

(PSA)

Ritu V Chopra PhDFran Herbert MEd CCC-SLP

Logistics and Norms

2

Audience Introduction Your name

Title

School

Have you worked with paraprofessionals

Number of paraprofessionals you work(ed) with when amp where

Have you received any previous pre-service or

in-service training on paraprofessional supervision

3

Paraprofessionals Most commonly used titles

Parahellip means ldquoalong side ofrdquo Paraeducator Para Instructional Assistant Educational Assistant Teaching Assistant Instructional Aide Aide Educational Support Professionals Early Intervention Assistants Developmental Intervention

Assistants (in Colorado)

4

55

6

DefinitionsParahellip means ldquoalong side ofrdquo

A paraprofessional provides instructional services to

students and

works under the supervision or direction of a certified or

licensed professional who is ultimately responsible for the

students and the program

National Resource Center for Paraprofessionals

Overview of the Todayrsquos Training

7

The Paraeducator Supervision Academy will help you with

1 establishing collaboration and working relationships

2 assessing personal supervisory skills

3 building work schedules and instructional plans

4 identifying career development areas for paraeducators through needs assessment and

5 using feedback to improve the job performance of paraeducators

8

Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with

How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired

2 Share the above information with tablegroup3 In table groups discuss -what implications do these

characteristics have for how you direct their work 4 Share 3 with the entire group

9- Kent Gerlach

Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married

Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash

preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time

Retention 70 stay in the field and 56 plan to stay in our current jobs until we

retire

10

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

11

EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits

bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average

Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they

dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job

descriptions

Who are Paraprofessionals

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

Reasons for Hiring Paraeducators

What contributions paraeducators make in your programs (school)

12

Reasons To Employ Paraprofessionals

1 Increasing complex student young children (and families) population

2 Need for instructional support

3 Instructional effectiveness

4 Cost effectiveness

5 Community connections

6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities

7 Related services support for studentschildren

8 Improved teacher-student (or childfamily) ratio

9 Shortages of fully-qualified professionals

10 Legislation allowsrequiresacknowledges use of paraprofessionals 13

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Logistics and Norms

2

Audience Introduction Your name

Title

School

Have you worked with paraprofessionals

Number of paraprofessionals you work(ed) with when amp where

Have you received any previous pre-service or

in-service training on paraprofessional supervision

3

Paraprofessionals Most commonly used titles

Parahellip means ldquoalong side ofrdquo Paraeducator Para Instructional Assistant Educational Assistant Teaching Assistant Instructional Aide Aide Educational Support Professionals Early Intervention Assistants Developmental Intervention

Assistants (in Colorado)

4

55

6

DefinitionsParahellip means ldquoalong side ofrdquo

A paraprofessional provides instructional services to

students and

works under the supervision or direction of a certified or

licensed professional who is ultimately responsible for the

students and the program

National Resource Center for Paraprofessionals

Overview of the Todayrsquos Training

7

The Paraeducator Supervision Academy will help you with

1 establishing collaboration and working relationships

2 assessing personal supervisory skills

3 building work schedules and instructional plans

4 identifying career development areas for paraeducators through needs assessment and

5 using feedback to improve the job performance of paraeducators

8

Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with

How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired

2 Share the above information with tablegroup3 In table groups discuss -what implications do these

characteristics have for how you direct their work 4 Share 3 with the entire group

9- Kent Gerlach

Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married

Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash

preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time

Retention 70 stay in the field and 56 plan to stay in our current jobs until we

retire

10

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

11

EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits

bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average

Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they

dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job

descriptions

Who are Paraprofessionals

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

Reasons for Hiring Paraeducators

What contributions paraeducators make in your programs (school)

12

Reasons To Employ Paraprofessionals

1 Increasing complex student young children (and families) population

2 Need for instructional support

3 Instructional effectiveness

4 Cost effectiveness

5 Community connections

6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities

7 Related services support for studentschildren

8 Improved teacher-student (or childfamily) ratio

9 Shortages of fully-qualified professionals

10 Legislation allowsrequiresacknowledges use of paraprofessionals 13

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Audience Introduction Your name

Title

School

Have you worked with paraprofessionals

Number of paraprofessionals you work(ed) with when amp where

Have you received any previous pre-service or

in-service training on paraprofessional supervision

3

Paraprofessionals Most commonly used titles

Parahellip means ldquoalong side ofrdquo Paraeducator Para Instructional Assistant Educational Assistant Teaching Assistant Instructional Aide Aide Educational Support Professionals Early Intervention Assistants Developmental Intervention

Assistants (in Colorado)

4

55

6

DefinitionsParahellip means ldquoalong side ofrdquo

A paraprofessional provides instructional services to

students and

works under the supervision or direction of a certified or

licensed professional who is ultimately responsible for the

students and the program

National Resource Center for Paraprofessionals

Overview of the Todayrsquos Training

7

The Paraeducator Supervision Academy will help you with

1 establishing collaboration and working relationships

2 assessing personal supervisory skills

3 building work schedules and instructional plans

4 identifying career development areas for paraeducators through needs assessment and

5 using feedback to improve the job performance of paraeducators

8

Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with

How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired

2 Share the above information with tablegroup3 In table groups discuss -what implications do these

characteristics have for how you direct their work 4 Share 3 with the entire group

9- Kent Gerlach

Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married

Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash

preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time

Retention 70 stay in the field and 56 plan to stay in our current jobs until we

retire

10

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

11

EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits

bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average

Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they

dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job

descriptions

Who are Paraprofessionals

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

Reasons for Hiring Paraeducators

What contributions paraeducators make in your programs (school)

12

Reasons To Employ Paraprofessionals

1 Increasing complex student young children (and families) population

2 Need for instructional support

3 Instructional effectiveness

4 Cost effectiveness

5 Community connections

6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities

7 Related services support for studentschildren

8 Improved teacher-student (or childfamily) ratio

9 Shortages of fully-qualified professionals

10 Legislation allowsrequiresacknowledges use of paraprofessionals 13

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Paraprofessionals Most commonly used titles

Parahellip means ldquoalong side ofrdquo Paraeducator Para Instructional Assistant Educational Assistant Teaching Assistant Instructional Aide Aide Educational Support Professionals Early Intervention Assistants Developmental Intervention

Assistants (in Colorado)

4

55

6

DefinitionsParahellip means ldquoalong side ofrdquo

A paraprofessional provides instructional services to

students and

works under the supervision or direction of a certified or

licensed professional who is ultimately responsible for the

students and the program

National Resource Center for Paraprofessionals

Overview of the Todayrsquos Training

7

The Paraeducator Supervision Academy will help you with

1 establishing collaboration and working relationships

2 assessing personal supervisory skills

3 building work schedules and instructional plans

4 identifying career development areas for paraeducators through needs assessment and

5 using feedback to improve the job performance of paraeducators

8

Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with

How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired

2 Share the above information with tablegroup3 In table groups discuss -what implications do these

characteristics have for how you direct their work 4 Share 3 with the entire group

9- Kent Gerlach

Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married

Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash

preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time

Retention 70 stay in the field and 56 plan to stay in our current jobs until we

retire

10

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

11

EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits

bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average

Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they

dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job

descriptions

Who are Paraprofessionals

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

Reasons for Hiring Paraeducators

What contributions paraeducators make in your programs (school)

12

Reasons To Employ Paraprofessionals

1 Increasing complex student young children (and families) population

2 Need for instructional support

3 Instructional effectiveness

4 Cost effectiveness

5 Community connections

6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities

7 Related services support for studentschildren

8 Improved teacher-student (or childfamily) ratio

9 Shortages of fully-qualified professionals

10 Legislation allowsrequiresacknowledges use of paraprofessionals 13

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

55

6

DefinitionsParahellip means ldquoalong side ofrdquo

A paraprofessional provides instructional services to

students and

works under the supervision or direction of a certified or

licensed professional who is ultimately responsible for the

students and the program

National Resource Center for Paraprofessionals

Overview of the Todayrsquos Training

7

The Paraeducator Supervision Academy will help you with

1 establishing collaboration and working relationships

2 assessing personal supervisory skills

3 building work schedules and instructional plans

4 identifying career development areas for paraeducators through needs assessment and

5 using feedback to improve the job performance of paraeducators

8

Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with

How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired

2 Share the above information with tablegroup3 In table groups discuss -what implications do these

characteristics have for how you direct their work 4 Share 3 with the entire group

9- Kent Gerlach

Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married

Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash

preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time

Retention 70 stay in the field and 56 plan to stay in our current jobs until we

retire

10

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

11

EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits

bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average

Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they

dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job

descriptions

Who are Paraprofessionals

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

Reasons for Hiring Paraeducators

What contributions paraeducators make in your programs (school)

12

Reasons To Employ Paraprofessionals

1 Increasing complex student young children (and families) population

2 Need for instructional support

3 Instructional effectiveness

4 Cost effectiveness

5 Community connections

6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities

7 Related services support for studentschildren

8 Improved teacher-student (or childfamily) ratio

9 Shortages of fully-qualified professionals

10 Legislation allowsrequiresacknowledges use of paraprofessionals 13

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

6

DefinitionsParahellip means ldquoalong side ofrdquo

A paraprofessional provides instructional services to

students and

works under the supervision or direction of a certified or

licensed professional who is ultimately responsible for the

students and the program

National Resource Center for Paraprofessionals

Overview of the Todayrsquos Training

7

The Paraeducator Supervision Academy will help you with

1 establishing collaboration and working relationships

2 assessing personal supervisory skills

3 building work schedules and instructional plans

4 identifying career development areas for paraeducators through needs assessment and

5 using feedback to improve the job performance of paraeducators

8

Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with

How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired

2 Share the above information with tablegroup3 In table groups discuss -what implications do these

characteristics have for how you direct their work 4 Share 3 with the entire group

9- Kent Gerlach

Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married

Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash

preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time

Retention 70 stay in the field and 56 plan to stay in our current jobs until we

retire

10

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

11

EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits

bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average

Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they

dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job

descriptions

Who are Paraprofessionals

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

Reasons for Hiring Paraeducators

What contributions paraeducators make in your programs (school)

12

Reasons To Employ Paraprofessionals

1 Increasing complex student young children (and families) population

2 Need for instructional support

3 Instructional effectiveness

4 Cost effectiveness

5 Community connections

6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities

7 Related services support for studentschildren

8 Improved teacher-student (or childfamily) ratio

9 Shortages of fully-qualified professionals

10 Legislation allowsrequiresacknowledges use of paraprofessionals 13

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Overview of the Todayrsquos Training

7

The Paraeducator Supervision Academy will help you with

1 establishing collaboration and working relationships

2 assessing personal supervisory skills

3 building work schedules and instructional plans

4 identifying career development areas for paraeducators through needs assessment and

5 using feedback to improve the job performance of paraeducators

8

Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with

How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired

2 Share the above information with tablegroup3 In table groups discuss -what implications do these

characteristics have for how you direct their work 4 Share 3 with the entire group

9- Kent Gerlach

Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married

Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash

preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time

Retention 70 stay in the field and 56 plan to stay in our current jobs until we

retire

10

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

11

EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits

bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average

Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they

dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job

descriptions

Who are Paraprofessionals

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

Reasons for Hiring Paraeducators

What contributions paraeducators make in your programs (school)

12

Reasons To Employ Paraprofessionals

1 Increasing complex student young children (and families) population

2 Need for instructional support

3 Instructional effectiveness

4 Cost effectiveness

5 Community connections

6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities

7 Related services support for studentschildren

8 Improved teacher-student (or childfamily) ratio

9 Shortages of fully-qualified professionals

10 Legislation allowsrequiresacknowledges use of paraprofessionals 13

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

8

Paraeducators Who are theyActivity1 With a partner Think about the paraeducators you work with

How old are they How much money do they make What are their educational backgrounds What other characteristics are true of them Where did they come from How were they hired

2 Share the above information with tablegroup3 In table groups discuss -what implications do these

characteristics have for how you direct their work 4 Share 3 with the entire group

9- Kent Gerlach

Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married

Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash

preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time

Retention 70 stay in the field and 56 plan to stay in our current jobs until we

retire

10

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

11

EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits

bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average

Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they

dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job

descriptions

Who are Paraprofessionals

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

Reasons for Hiring Paraeducators

What contributions paraeducators make in your programs (school)

12

Reasons To Employ Paraprofessionals

1 Increasing complex student young children (and families) population

2 Need for instructional support

3 Instructional effectiveness

4 Cost effectiveness

5 Community connections

6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities

7 Related services support for studentschildren

8 Improved teacher-student (or childfamily) ratio

9 Shortages of fully-qualified professionals

10 Legislation allowsrequiresacknowledges use of paraprofessionals 13

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

9- Kent Gerlach

Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married

Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash

preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time

Retention 70 stay in the field and 56 plan to stay in our current jobs until we

retire

10

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

11

EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits

bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average

Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they

dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job

descriptions

Who are Paraprofessionals

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

Reasons for Hiring Paraeducators

What contributions paraeducators make in your programs (school)

12

Reasons To Employ Paraprofessionals

1 Increasing complex student young children (and families) population

2 Need for instructional support

3 Instructional effectiveness

4 Cost effectiveness

5 Community connections

6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities

7 Related services support for studentschildren

8 Improved teacher-student (or childfamily) ratio

9 Shortages of fully-qualified professionals

10 Legislation allowsrequiresacknowledges use of paraprofessionals 13

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Who are the Paraprofessionals 841612 instructional and non instructional paraprofessional sin US 95 female 48 = Median Age 80 live in the communities where they work 80 are married

Work experience Average 91 years experience - 62 work directly with students-in their early formative years ndash

preschool KG Elementary levels 71 work with special education students 83 have job responsibilities promoting school safety 81 work full time

Retention 70 stay in the field and 56 plan to stay in our current jobs until we

retire

10

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

11

EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits

bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average

Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they

dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job

descriptions

Who are Paraprofessionals

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

Reasons for Hiring Paraeducators

What contributions paraeducators make in your programs (school)

12

Reasons To Employ Paraprofessionals

1 Increasing complex student young children (and families) population

2 Need for instructional support

3 Instructional effectiveness

4 Cost effectiveness

5 Community connections

6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities

7 Related services support for studentschildren

8 Improved teacher-student (or childfamily) ratio

9 Shortages of fully-qualified professionals

10 Legislation allowsrequiresacknowledges use of paraprofessionals 13

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

11

EducationPreparationbull Generally have no formal training for their jobs bull 22 have two-year college degrees bull 18 have a bachelors degreesbull 4 have a masters or higher degreebull 39 have some college credits

bull Salaries hoursbull Hourly wages - Average annual salary $18052 ($8-9 per hr)bull Benefits some places none in others bull Generally lowest paid in districtbull Work 67 hoursday on average

Working Conditionsbull 19 work without a job descriptionbull 37 who have a job description but it doesnrsquot describe what they

dobull 61 have no say in their job descriptionbull 30 are often asked to perform duties that are beyond their job

descriptions

Who are Paraprofessionals

National Education Association (NEA) 2007 - httpwwwneaorgesphomejobsclass-parahtml -

Reasons for Hiring Paraeducators

What contributions paraeducators make in your programs (school)

12

Reasons To Employ Paraprofessionals

1 Increasing complex student young children (and families) population

2 Need for instructional support

3 Instructional effectiveness

4 Cost effectiveness

5 Community connections

6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities

7 Related services support for studentschildren

8 Improved teacher-student (or childfamily) ratio

9 Shortages of fully-qualified professionals

10 Legislation allowsrequiresacknowledges use of paraprofessionals 13

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Reasons for Hiring Paraeducators

What contributions paraeducators make in your programs (school)

12

Reasons To Employ Paraprofessionals

1 Increasing complex student young children (and families) population

2 Need for instructional support

3 Instructional effectiveness

4 Cost effectiveness

5 Community connections

6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities

7 Related services support for studentschildren

8 Improved teacher-student (or childfamily) ratio

9 Shortages of fully-qualified professionals

10 Legislation allowsrequiresacknowledges use of paraprofessionals 13

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Reasons To Employ Paraprofessionals

1 Increasing complex student young children (and families) population

2 Need for instructional support

3 Instructional effectiveness

4 Cost effectiveness

5 Community connections

6 Individualized supports (personal care included) for students (and childrenfamilies) with disabilities

7 Related services support for studentschildren

8 Improved teacher-student (or childfamily) ratio

9 Shortages of fully-qualified professionals

10 Legislation allowsrequiresacknowledges use of paraprofessionals 13

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

The State educational agency establishes and maintains standards to ensure that paraprofessionals and assistants are appropriately and adequately trained and supervised

SEC 635 The State has a comprehensive system of personnel development including the training of paraprofessionals hellip 612(a)(14

SEC 653 The State improvement plan shall address the identified needs for in-service and pre-service preparation for all personnel (professional and paraprofessional helliphellip (ii) prepare professionals and paraprofessionals in the area of early intervention with the content knowledge and collaborative skills (iii) to participate in pre-service and in-service training

Develop career opportunities for paraprofessionals to receive training as special education teachers related services personnel and early intervention personnelIndividuals with Disabilities Education Improvement Act Amendments of 2004 Pub L No 108-446 USC 20 amp 1400 et seq

14

2004 Re-authorization of IDEA Requirements for Paraprofessionals

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

15

Legislation ndash No Child Left BehindNCLB the Elementary and Secondary Education Act of 2002New Paraprofessionals (hired after 2002) continued

A Completed at least 2 years of study at an institution of higher education or

B Obtained an associatersquos (or higher) degree orC Met a rigorous standard of quality and can demonstrate

through a formal State or local academic assessment -i Knowledge of and the ability to assist in

instructing reading writing and mathematics or ii Knowledge of and the ability to assist in

instructing reading readiness writing readiness and mathematics readiness as appropriate [Title I Section 1119b]

The act required existing paraprofessionals must meet requirements within 4 years after enactment (by January 8 2006)

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

NCLB Regarding SupervisionParaprofessional must work under lsquodirectrsquo supervision of fully qualified teacher Job duties are limited to

bull One to one tutoring only if it doesnrsquot prevent the child from receiving instruction by a teacher

bull Assist in classroom managementbull Assist in computer instructionbull Provide instructional support in a library or

media centerbull Act as a translatorbull Provide instructional support services

16

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Guidance on Paraprofessional from Professional Organizations (CEC amp NEA)

An attempt to clarify the meaning of ldquosupervisionrdquoa) skills in structuring directing and supporting the activities of paraprofessionals

b) knowledge of roles and responsibilities of the paraprofessionals related to instruction intervention and direct services and

c) skills in observing evaluating providing feedback to paraprofessionals

17

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

bullLaws provide vague and limited descriptions of what paraprofessional supervision entails

bullBy and large - no clear policies or guidelines at state level around supervision

bullDespite guidance from professional organization teacher preparation programs do not address paraprofessional supervision to the extent it needs attention

bullAs a result teachers remain reluctant to supervise paraprofessionals and are unprepared to work effectively with them

Paraprofessional Supervision Gaps between Law and Reality

18

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Paraprofessionals Reality and Issues

19

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Research- Lessons Learned from Use of Paraprofessionals in SchoolsSpecial Education Services are not possible without Paraprofessional support (French amp Chopra 2006 Passaro Pickett Latham amp HongBo 1991 Rubin 1994)

Complex student population Need for Individualized instructional support Instructional effectiveness Cost effectiveness Community connections Need to provide related services Improved teacher-student ratio Shortages of fully-qualified professionals

Paraprofessionals play important roles (French amp Chopra 1999 Wadsworth amp Knight 2000)

Connector Instructional Support Team member Caregiver

20

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Research Evidence Also Tells Us

Paraprofessional support may become more

of a disadvantage than an advantage

for the student

21

>

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

22

Paraprofessionals Reality and Issues

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Research Potential Challenges With the Use of ParaprofessionalsParaprofessionals maybull Lack clarity about their role

perform best when they are supervised and their role is clearly defined

bull Lack supervision Teachers lack preparation to supervise

paraprofessionals Teacher lack of preparation to collaborate with other

professionalsbull Become primary service provider and perform functions

that are beyond their legal and ethical scope of workbull Lack specific trainingbull Develop ldquoownershiprdquo of the child lose perspective ( Chopra amp French Giangreco Katsiyanas Hodge amp Lanford Pickett Wallace)

23

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Research Potential Challenges With the use of Paraprofessionals

Paraprofessional may Communicate directly with families leaving teacher out Foster overdependence Fail to provide specific behavioral and academic data to

professional lsquoRelieversquo teachers of responsibility for student Give student the ldquoanswersrdquo Plan lessons adapting materials or assignments without

direction Create social barriers between students

24

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Shift in the Professional Roles

Employment of paraprofessionals changes your role

Teachers (ie certified professionals) Must run the workplace must perform a

number of executive functions Like Fran said ndash manager of people

workplace and collaborator

25

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Continuum of Responsibilities for Supervisors

CONTROL

INFLUENCESmall Large

Individual ldquoI Dordquo

Collaborative ldquoWe Dordquo

ConsultativeldquoI Help You Dordquo

Plan aloneAssess infantstoddlersSupervise paraprofessionalsSupport families

Solve challenges togetherPlan togetherCollaboratepartner in the provision of services

Facilitate teamtransdisciplinary meetings

Provide families with resources Participate in professional

development Coach and provide direction for

paraprofessionals

26

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Building a Collaborative CultureCommon vision and goalsClear expectations and understanding of rolesWillingness to share decision making responsibilities

successes amp failuresBring problem-solving skills amp collaborative values to a

groupHonest open and constructive communication Appreciation and recognitionCaring celebration and humorAccept and appreciate differences in othersActive participation by all and productiveWillingness to learn from each other Flexible not dominant leadershipTime to collaborateTrust and Confidence

27

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Ethical Considerations

Scope of Responsibility Consider whether the task is legitimately within paraprofessional

scope of responsibility (related to the law) Preparation (how well paraprofessionals have been prepared)

Consider paraprofessional competencies and skills Consider paraprofessional preferences and confidence How many and which CO-TOP Academy or other training they have

taken Direction (from the certified licensed Teachers or professionals

Written plans meetings task monitoring coaching of skills The certified professional maintains responsibility for student

outcomes

28

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Avoiding Risk A Summary Build a strong professionalparaprofessional team Clarify roles to be clear about roles and responsibilities Plan for all aspects of the program Find the materials and tools you need Learn and then teach how to use the materials and tools

to paraprofessional Create systems that help you keep your plan working Emphasize the importance of confidentiality

29

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Differentiating RolesDiscussion Activity With the group of people from your

organization taking the paraprofessional role and ethical considerations into account reflect on What are the responsibilities the

paraprofessional should be expected to do

What are the responsibilities paraprofessional SHOULD NOT be expected to do

30

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Role Clarity

Supervisorrsquos Role Paraprofessional Role

31

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

32

Overall program Planning (overseeing IEP goals and objectives addressing standards lesson planning prescribing managing the instructional environment)

Instruction (based on unit plans lesson plans IEPs remedial literacy plans 504 plans other individualized plans)

Assessment (Collecting coordinating and interpreting information about the student including current levels of functioning determination of disability reporting student progress)

Collaborating (consulting with other professional personnel meeting coordinating communication)

Paraeducator Supervision (seven components ndash which are the focus of this course)

bull Implement instruction in various environments based on lesson plans provided by the teacher

bull Reinforce learning with individuals or small groups

bullAssist individual students- personal care mobility

bullAssist with observationsdata recordingcharting

bullAssist with ongoing behavior management

bullParticipate in building level duties as assigned by building administrator

bullScore tests papers amp assist in data collection

bullPerform clerical tasks

bullPrepare produce amp maintain instructional materials

bullMaintain and operate instructional equipment

bullHelp develop schedules

bullTeam participation

TeacherProfessional Roles Paraeducator Roles

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

33

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

34

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

35

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

What yoursquore putting off

36

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Four Major Reasons

1 Confusion Lack of mental organization Lack of clear goals

2 Resentment of Authority Lack of control Demands seem unjust

3 Lack of Self-Confidence Unsure you can do it Lack of skills

4 Self-Sabotage Mixed emotions about supervising about inclusion

collaboration Fear of failing fear of looking bad or foolish

37

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

What Gets in the Way

Tell what gets in the way of getting things done

Name the things that you are responsible for that are the hardest to get done

Tell why

38

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Therersquos no time for

39

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

30 Second Reflection Question

1 What could I give to someone else to do that keeps me from getting the important stuff done

40

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

30 Second Reflection Question

2 Do I sometimes apply a lsquoquick fixrsquo because I donrsquot have time to do it rightand then have it come back and lsquobitersquo me in the (you know what)

41

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

30 Second Reflection Question

3 Am I working harder but feeling less productive

42

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

30 Second Reflection Question

4 Is someone else (or a lot of lsquosomeone elses) taking charge of my schedule instead of me

If yes who

43

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

30 Second Reflection Question

5 What did I come to this field to accomplish What are my professional goals now and Have I lost sight of them

44

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

30 Second Reflection Question

6 What tasks do I most often procrastinate Which reasons explain why I procrastinate and What will I do about it

45

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

30 Second Reflection Question

7 Do I balance my work life with appropriate rest nutrition play fun recreation spiritual refreshment reflection and social relationships

46

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

ldquoFor those of you traveling with small children in

the event of an oxygen failure first place the oxygen mask on your own face and then ndash and

only then ndash place the mask on your childrsquos facerdquo

The fact is the adult must be alive in order to help the child In the natural environment we spend a lot of time placing oxygen masks on other peoplersquos faces while we ourselves are suffocating

Instructions given by flight attendants to airline passengers

47

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

30 Second Reflection Question

8 If I always plan ahead organize appropriately do the right things and do them right can I keep from running behind

48

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

Managing Your Time

Some questions to considerhellipHow will you take charge of your day and your timeCan you schedule tasks at times that suit you rather than handling them as interruptions

How will you help yourself think about the questions of urgency and importance at the moment of an interruption or request

How will you make time for things that are truly important What will you say to others when they tell you or ask you to do something that you consider less important than what is already scheduled

49

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

50

Executive Functions of Paraeducator Supervision

1 Providing Orientation

2 Planning for Paraeducator

3 Scheduling

4 Delegating

5 Promoting Paraeducator Growth and Development

6 Monitoring Performance

7 Managing the Workplace

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

1 Providing Orientation

51

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

52

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

1 Providing Orientation Three stages

Stage 1 Get Acquainted Introductions (in the training booklet)

Policy and Procedure Orientation Confidentiality Information (worksheetform in the training booklet)

53

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

1 Providing Orientation continuedhellip

Stage 2 Establish The Supervisory RelationshipDo this in 3 ways

AStructured Initial Conversation

BWork Style Preferences Analysis

CDefining the Job

54

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

A Structured Initial Conversation Why have you decided to work as a paraeducator What are your recreational activities hobbies Which of your supervisors made the biggest positive impact

on you What other skills do you have that we might incorporate into

the natural setting What is your understanding of this position What do you think are the goals of special

educationinlcusion What other teams have you participated on Sports Work What talents and skills do you bring to the team How do you think teams function best How can we assure that we will work well together

55

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continuedhellip

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued hellip

B Work Style Preferences Analysis

Useful tool to compare your work style with the paraeducators

Activity Pair up with another participant One of you is the ldquoprofessionalrdquo and other is the

ldquoparaeducator rdquo Each pair will use two handouts ndash

Professional Work-Style worksheet Paraeducator Work-Style worksheet

After yoursquove completed the sheets wait for further directions

56

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

C Defining the Job Job definition step 1 ndash Master List of Tasks amp Duties (in the

training booklet )

Job definition step 2 ndash Paraprofessional Task PreparationConfidence Inventory (in the training booklet)

Job definition step 3 ndash ldquoneeds vs preferences analysis

Job definition step 4 - Personalized Job Description

Job definition step 5 ndash Paraprofessional Training Needs Assessment

(in the training booklet)

1 Providing Orientation Stage 2 Establish The Supervisory Relationship continued

57

58

Do you need more copies of worksheets Download worksheets from The PAR2A

Center website httpwwwparacenterorgPARACenterlibrary

Make all the copies you need

2 Planning for Paraeducators

59

60

Adapting Curriculum amp Instruction

Required by law (IDEA amp 504) for persons with disabilities

Illegal and unethical for paraeducators to determine adaptations

Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction

Adaptation plan has multiple purposes Serves as communication tool

Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families

To provide written data about student progress

61

The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction

To follow written plans and oral directions

Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications

or adaptations ndash only to carry them out Provided by any school professional

On behalf of Students with disabilities Students with other special learning needs (eg

ESL) Students with health issues The general welfare and safety of all the students

in the school

62

The Importance of Planning

The most effective teachers plan(sped and gen ed) Know what outcomes they expect

from students Know what methods theyrsquoll use to

achieve those outcomes Some teachers try to ldquowing itrdquo

Experience matters Carry ideas in their heads make it through a day without

written plans Paraeducators are not teachers

Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or

pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the

decisions

63

Think About hellip

Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about

where you need to begin to make changes

Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)

64

Important to Remember

bull The Instructional plan for the Paraprofessional

bull Should be reflective of the IEP or mirror the IEP

bull Should build off of the IEP

bull Should include strategies that are easily understood by the paraprofessional

65

66

Components of Plans Purpose of task lesson or

adaptation Long term student goals short

term objectives Specific student needs

strengths Materials Resources Sequence of actions

use of cues or prompts permissible adaptations

Data structure for documenting student performance

67

Plan Forms or FormatsActivity As we look at the following examples

discuss with a partner If the plan examples have all six essential

components Consider the needs of your students ndash are

there similarities Consider which features you could use in your

plan forms

Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin

60

Adapting Curriculum amp Instruction

Required by law (IDEA amp 504) for persons with disabilities

Illegal and unethical for paraeducators to determine adaptations

Adaptation plan should contain long-range goals for the student specific types of adaptations for all types of instruction

Adaptation plan has multiple purposes Serves as communication tool

Special ed ndash General ed teachers Teachers and paraeducators Teachers and volunteers or peer assistants Related services providers families

To provide written data about student progress

61

The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction

To follow written plans and oral directions

Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications

or adaptations ndash only to carry them out Provided by any school professional

On behalf of Students with disabilities Students with other special learning needs (eg

ESL) Students with health issues The general welfare and safety of all the students

in the school

62

The Importance of Planning

The most effective teachers plan(sped and gen ed) Know what outcomes they expect

from students Know what methods theyrsquoll use to

achieve those outcomes Some teachers try to ldquowing itrdquo

Experience matters Carry ideas in their heads make it through a day without

written plans Paraeducators are not teachers

Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or

pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the

decisions

63

Think About hellip

Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about

where you need to begin to make changes

Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)

64

Important to Remember

bull The Instructional plan for the Paraprofessional

bull Should be reflective of the IEP or mirror the IEP

bull Should build off of the IEP

bull Should include strategies that are easily understood by the paraprofessional

65

66

Components of Plans Purpose of task lesson or

adaptation Long term student goals short

term objectives Specific student needs

strengths Materials Resources Sequence of actions

use of cues or prompts permissible adaptations

Data structure for documenting student performance

67

Plan Forms or FormatsActivity As we look at the following examples

discuss with a partner If the plan examples have all six essential

components Consider the needs of your students ndash are

there similarities Consider which features you could use in your

plan forms

Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin

61

The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction

To follow written plans and oral directions

Note It is NOT the paraeducatorrsquos ethical responsibility to plan or design modifications

or adaptations ndash only to carry them out Provided by any school professional

On behalf of Students with disabilities Students with other special learning needs (eg

ESL) Students with health issues The general welfare and safety of all the students

in the school

62

The Importance of Planning

The most effective teachers plan(sped and gen ed) Know what outcomes they expect

from students Know what methods theyrsquoll use to

achieve those outcomes Some teachers try to ldquowing itrdquo

Experience matters Carry ideas in their heads make it through a day without

written plans Paraeducators are not teachers

Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or

pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the

decisions

63

Think About hellip

Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about

where you need to begin to make changes

Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)

64

Important to Remember

bull The Instructional plan for the Paraprofessional

bull Should be reflective of the IEP or mirror the IEP

bull Should build off of the IEP

bull Should include strategies that are easily understood by the paraprofessional

65

66

Components of Plans Purpose of task lesson or

adaptation Long term student goals short

term objectives Specific student needs

strengths Materials Resources Sequence of actions

use of cues or prompts permissible adaptations

Data structure for documenting student performance

67

Plan Forms or FormatsActivity As we look at the following examples

discuss with a partner If the plan examples have all six essential

components Consider the needs of your students ndash are

there similarities Consider which features you could use in your

plan forms

Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin

62

The Importance of Planning

The most effective teachers plan(sped and gen ed) Know what outcomes they expect

from students Know what methods theyrsquoll use to

achieve those outcomes Some teachers try to ldquowing itrdquo

Experience matters Carry ideas in their heads make it through a day without

written plans Paraeducators are not teachers

Should not be forced into taking on teaching responsibilities Legallyethically donrsquot make decisions about curriculum or

pedagogy Cannot lsquoreadrsquo teachersrsquo minds who should be making the

decisions

63

Think About hellip

Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about

where you need to begin to make changes

Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)

64

Important to Remember

bull The Instructional plan for the Paraprofessional

bull Should be reflective of the IEP or mirror the IEP

bull Should build off of the IEP

bull Should include strategies that are easily understood by the paraprofessional

65

66

Components of Plans Purpose of task lesson or

adaptation Long term student goals short

term objectives Specific student needs

strengths Materials Resources Sequence of actions

use of cues or prompts permissible adaptations

Data structure for documenting student performance

67

Plan Forms or FormatsActivity As we look at the following examples

discuss with a partner If the plan examples have all six essential

components Consider the needs of your students ndash are

there similarities Consider which features you could use in your

plan forms

Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin

63

Think About hellip

Who plans or provides other supervisory functions for the paraeducator(s) If no written plans are currently provided think about

where you need to begin to make changes

Think about the needs of students where they are during the day and who holds responsibility for their education or individualized plans (eg IEPs)

64

Important to Remember

bull The Instructional plan for the Paraprofessional

bull Should be reflective of the IEP or mirror the IEP

bull Should build off of the IEP

bull Should include strategies that are easily understood by the paraprofessional

65

66

Components of Plans Purpose of task lesson or

adaptation Long term student goals short

term objectives Specific student needs

strengths Materials Resources Sequence of actions

use of cues or prompts permissible adaptations

Data structure for documenting student performance

67

Plan Forms or FormatsActivity As we look at the following examples

discuss with a partner If the plan examples have all six essential

components Consider the needs of your students ndash are

there similarities Consider which features you could use in your

plan forms

Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin

64

Important to Remember

bull The Instructional plan for the Paraprofessional

bull Should be reflective of the IEP or mirror the IEP

bull Should build off of the IEP

bull Should include strategies that are easily understood by the paraprofessional

65

66

Components of Plans Purpose of task lesson or

adaptation Long term student goals short

term objectives Specific student needs

strengths Materials Resources Sequence of actions

use of cues or prompts permissible adaptations

Data structure for documenting student performance

67

Plan Forms or FormatsActivity As we look at the following examples

discuss with a partner If the plan examples have all six essential

components Consider the needs of your students ndash are

there similarities Consider which features you could use in your

plan forms

Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin

Important to Remember

bull The Instructional plan for the Paraprofessional

bull Should be reflective of the IEP or mirror the IEP

bull Should build off of the IEP

bull Should include strategies that are easily understood by the paraprofessional

65

66

Components of Plans Purpose of task lesson or

adaptation Long term student goals short

term objectives Specific student needs

strengths Materials Resources Sequence of actions

use of cues or prompts permissible adaptations

Data structure for documenting student performance

67

Plan Forms or FormatsActivity As we look at the following examples

discuss with a partner If the plan examples have all six essential

components Consider the needs of your students ndash are

there similarities Consider which features you could use in your

plan forms

Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin

66

Components of Plans Purpose of task lesson or

adaptation Long term student goals short

term objectives Specific student needs

strengths Materials Resources Sequence of actions

use of cues or prompts permissible adaptations

Data structure for documenting student performance

67

Plan Forms or FormatsActivity As we look at the following examples

discuss with a partner If the plan examples have all six essential

components Consider the needs of your students ndash are

there similarities Consider which features you could use in your

plan forms

Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin

67

Plan Forms or FormatsActivity As we look at the following examples

discuss with a partner If the plan examples have all six essential

components Consider the needs of your students ndash are

there similarities Consider which features you could use in your

plan forms

Examples Aram Sean Ashley 7th grade vocabulary procedures Calvin

3 Scheduling

68

Planning vs Scheduling

69

Differs from planning in that it tells

Where each person should be The time frame Who they are with (students

and teachers) Generally what they are doing

70

DAILY SCHEDULE

Time Paraeducator Activity Location Teacher Activity Location

800 to 810

Meet bus take Ian to locker then 1st hr class

Plan with Soc Studies teachers SSOffice

810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction

840 to 850

Accompany Eric to PE from Rm 38 -gym

850 to 920

Support Jason Michele Tanya Roy Rm 44

Co-teach with Smith Rm 29

920 to 1005

7th gr Language Arts group Resource Room

1005 - 1030

Plan time SPED Office

Plan time SPED Office

10-30 - 1050

Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music

Co-teach with Jones Rm 44

1050 - 1125

Lunch Co-teach with Jones Rm 44

1125 - 1150

Computer lab Plan with Lang Arts Teachers LA Ofc

1155 - 1225

Taneesha Hugo Soua Kiely Nikolai Rm 44

Testing Consultation IEP meetings

4 Delegation Taking Time to Save Time

71

Taking Time to Save Time Delegating to Paraprofessionals

What is delegation

72

What is Delegation

Delegation is the process of getting things done through others

who have the skills to handle the tasks

the act of entrusting enough authority to another to get tasks done without giving up responsibility

fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals

73

74

What Delegation Is Not Dumping

minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or

classroom Puppeteering

fails to give authority to carry out the task micro- manages provides too much detail

Passing the buck blames the paraeducator for failures

Punishment mean-spirited assignments diminishes initiative and ownership

Why Do We Fail to Delegate

75

76

Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to

delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for

therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their

pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like

me

77

Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and

location

78

The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks

79

5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)

80

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

Planning vs Scheduling

69

Differs from planning in that it tells

Where each person should be The time frame Who they are with (students

and teachers) Generally what they are doing

70

DAILY SCHEDULE

Time Paraeducator Activity Location Teacher Activity Location

800 to 810

Meet bus take Ian to locker then 1st hr class

Plan with Soc Studies teachers SSOffice

810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction

840 to 850

Accompany Eric to PE from Rm 38 -gym

850 to 920

Support Jason Michele Tanya Roy Rm 44

Co-teach with Smith Rm 29

920 to 1005

7th gr Language Arts group Resource Room

1005 - 1030

Plan time SPED Office

Plan time SPED Office

10-30 - 1050

Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music

Co-teach with Jones Rm 44

1050 - 1125

Lunch Co-teach with Jones Rm 44

1125 - 1150

Computer lab Plan with Lang Arts Teachers LA Ofc

1155 - 1225

Taneesha Hugo Soua Kiely Nikolai Rm 44

Testing Consultation IEP meetings

4 Delegation Taking Time to Save Time

71

Taking Time to Save Time Delegating to Paraprofessionals

What is delegation

72

What is Delegation

Delegation is the process of getting things done through others

who have the skills to handle the tasks

the act of entrusting enough authority to another to get tasks done without giving up responsibility

fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals

73

74

What Delegation Is Not Dumping

minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or

classroom Puppeteering

fails to give authority to carry out the task micro- manages provides too much detail

Passing the buck blames the paraeducator for failures

Punishment mean-spirited assignments diminishes initiative and ownership

Why Do We Fail to Delegate

75

76

Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to

delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for

therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their

pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like

me

77

Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and

location

78

The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks

79

5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)

80

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

70

DAILY SCHEDULE

Time Paraeducator Activity Location Teacher Activity Location

800 to 810

Meet bus take Ian to locker then 1st hr class

Plan with Soc Studies teachers SSOffice

810-840 Resource Room ndash strategy instruction Resource Room ndash strategy instruction

840 to 850

Accompany Eric to PE from Rm 38 -gym

850 to 920

Support Jason Michele Tanya Roy Rm 44

Co-teach with Smith Rm 29

920 to 1005

7th gr Language Arts group Resource Room

1005 - 1030

Plan time SPED Office

Plan time SPED Office

10-30 - 1050

Accompany Eric to Health Room for Respiration treatment Medication Take Eric to music

Co-teach with Jones Rm 44

1050 - 1125

Lunch Co-teach with Jones Rm 44

1125 - 1150

Computer lab Plan with Lang Arts Teachers LA Ofc

1155 - 1225

Taneesha Hugo Soua Kiely Nikolai Rm 44

Testing Consultation IEP meetings

4 Delegation Taking Time to Save Time

71

Taking Time to Save Time Delegating to Paraprofessionals

What is delegation

72

What is Delegation

Delegation is the process of getting things done through others

who have the skills to handle the tasks

the act of entrusting enough authority to another to get tasks done without giving up responsibility

fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals

73

74

What Delegation Is Not Dumping

minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or

classroom Puppeteering

fails to give authority to carry out the task micro- manages provides too much detail

Passing the buck blames the paraeducator for failures

Punishment mean-spirited assignments diminishes initiative and ownership

Why Do We Fail to Delegate

75

76

Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to

delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for

therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their

pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like

me

77

Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and

location

78

The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks

79

5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)

80

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

4 Delegation Taking Time to Save Time

71

Taking Time to Save Time Delegating to Paraprofessionals

What is delegation

72

What is Delegation

Delegation is the process of getting things done through others

who have the skills to handle the tasks

the act of entrusting enough authority to another to get tasks done without giving up responsibility

fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals

73

74

What Delegation Is Not Dumping

minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or

classroom Puppeteering

fails to give authority to carry out the task micro- manages provides too much detail

Passing the buck blames the paraeducator for failures

Punishment mean-spirited assignments diminishes initiative and ownership

Why Do We Fail to Delegate

75

76

Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to

delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for

therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their

pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like

me

77

Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and

location

78

The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks

79

5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)

80

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

Taking Time to Save Time Delegating to Paraprofessionals

What is delegation

72

What is Delegation

Delegation is the process of getting things done through others

who have the skills to handle the tasks

the act of entrusting enough authority to another to get tasks done without giving up responsibility

fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals

73

74

What Delegation Is Not Dumping

minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or

classroom Puppeteering

fails to give authority to carry out the task micro- manages provides too much detail

Passing the buck blames the paraeducator for failures

Punishment mean-spirited assignments diminishes initiative and ownership

Why Do We Fail to Delegate

75

76

Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to

delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for

therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their

pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like

me

77

Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and

location

78

The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks

79

5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)

80

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

What is Delegation

Delegation is the process of getting things done through others

who have the skills to handle the tasks

the act of entrusting enough authority to another to get tasks done without giving up responsibility

fundamentally important to the professional behavior and time and to the utilization and supervision of paraprofessionals

73

74

What Delegation Is Not Dumping

minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or

classroom Puppeteering

fails to give authority to carry out the task micro- manages provides too much detail

Passing the buck blames the paraeducator for failures

Punishment mean-spirited assignments diminishes initiative and ownership

Why Do We Fail to Delegate

75

76

Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to

delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for

therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their

pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like

me

77

Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and

location

78

The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks

79

5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)

80

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

74

What Delegation Is Not Dumping

minimizes the paraeducator role shows disrespect ignores paraeducator abilities shows disorganization lack of skill to run the program or

classroom Puppeteering

fails to give authority to carry out the task micro- manages provides too much detail

Passing the buck blames the paraeducator for failures

Punishment mean-spirited assignments diminishes initiative and ownership

Why Do We Fail to Delegate

75

76

Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to

delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for

therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their

pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like

me

77

Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and

location

78

The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks

79

5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)

80

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

Why Do We Fail to Delegate

75

76

Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to

delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for

therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their

pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like

me

77

Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and

location

78

The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks

79

5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)

80

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

76

Why School Professionals Fail to DelegateTop 10 reasons school professionals fail to

delegate1 I can do it faster myself 2 I am a perfectionist ndash I want to be sure it gets done lsquorightrsquo 3 I have no time to train the paraeducator4 Teaching is for teachers Speech Language therapy is for

therapists etc 5 The paraeducator isnrsquot qualified to do the job 6 Paraeducators are paid too little work too hard for their

pay 7 Itrsquos not part of the paraeducatorrsquos job description8 Some parts of teaching are my ldquooccupational hobbyrdquo 9 Irsquom not confident of the paraeducatorrsquos work 10 I donrsquot want to be ldquobossyrdquo ndash I want paraeducators to like

me

77

Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and

location

78

The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks

79

5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)

80

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

77

Why DelegateTop 10 reasons to delegatehellip1 It makes the most of your time2 Creates teams 3 Empowers paraeducators 4 It means you donrsquot have to do everything yourself 5 Maximizes use of your personal resources6 Gives paraeducators what they need 7 Challenges paraeducators 8 Avoids the creation of indispensable people9 Gives schools a better return on personnel dollars 10 Minimizes physical limitations of time space and

location

78

The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks

79

5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)

80

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

78

The Seven-Step Delegation Method Overview1 Set clear objectives 2 Select the right person 3 Train the paraeducator to carry out the tasks 4 Get input from the paraeducator 5 Set deadlines time frames and follow up dates 6 Specify the level of authority7 Guide and monitor tasks

79

5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)

80

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

79

5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)

80

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

5 Promoting Paraeducator Growth amp Development (Coaching On the job amp In-service training)

80

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

K-12 Paraeducator Curriculum

o PARA Center has 22 courses academies - field-tested but not state mandated Colorado and beyond

o State doesnrsquot provide any guidance or endorsement to any particular training

oTeachers (and paraprofessionals) end up pretty much on their own ways of training (learning)

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

82

Paraeducator Growth amp Development

Planning for Growth amp Development Two Key Reasons1 A gap exists between programmatic

needs and the skills or confidence level of the paraeducator

2 Life long learning - continual renewal and refinement of skills and keeping current with new ideas technologies

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

83

Paraeducator Training Needs Assessment

Completed by paraeducators Identifies preferences and desires Acknowledges importance of paraeducator role Markets upcoming training Shows districtrsquos concern Doesnrsquot necessarily identify all the training needs that exist

Completed by supervisors Encourages reflection Creates awareness of training needs Acknowledges that some training can be provided in groups ndash

not just on the job Demonstrates administrative support for teachersrsquo work with

paraeducators Doesnrsquot necessarily identify all the training needs that exist

Needs Assessment Example

84

The Range of Training Formats

Training formats Telling mentioning suggesting Thorough explanation during team meetings Demonstrating during student contact time Using videos or other demonstrations during meetings Attending workshops seminars Taking courses Attending conferences Reading flyers brochures other print materials

Training is the focus of our session tomorrow

The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising

Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other

Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience

Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses

CDE SLPA Mentor Training 2008-2009

120

The Supervisorrsquos Role As A ldquoCoachrdquo

6 Monitoring Paraeducator Performance

Changing Role For Professionals lsquoMonitoringrsquo implies deliberate

purposeful observations Equates early intervention providers

to team leaders in business Little precedent for this role

Therefore requires administrative support

On the job training of professionals in this role

Coaching Feedback to professionals Accountability

87

Monitoring Performance

Observations

Feedback

Evaluation

88

Unfocused Observation MethodsInclude Consideration of Multiple Variables such as

personal style components voice gestures delivery

content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques

Examples Include audio video recording scripting notes on significant events

89

Focused Observation MethodsParaeducator Behavioral Observation

Checklist (in the training booklet)

Identifies the Presence or Absence of Specific Behaviors

Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances

90

Formative Feedback

Five guiding principles Performance

rather than personal characteristics Specificity

rather than generalities Frequency

the more the better Consistency

versus playing professionals against one another Honesty

rather than pretense but cushioned with tact

91

92

7 Managing the Workplace

Managing the Workplace

Systematic Communication

Problem Solving

Conflict Management

94

Systematic Communication How do you or would you convey information to the

paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members

in a typical week Brainstorm a list of ways to communicate systematically with

your paraprofessionals

95

MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various

types Share

96

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

The coachrsquos job is to promote intentional learning at each level of expected performance which includes capacity building through methods such as instructing coaching providing experiences modeling and advising

Coaching is a relationship between two people in which one person is dedicated to the personal and professional growth of the other

Coaching focuses on creating effective ways to build skills influence attitudes and cultivate aspirations Coaches advise tutor sponsor and instill a professional identity in the individuals they coach Coaching is an intense interaction between two people where the coach has authority and power based on experience

Effective coaching taps into continuous learning that is not an event or even a string of discrete events Rather it is the synthesis of ongoing event experiences observation studies and thoughtful analyses

CDE SLPA Mentor Training 2008-2009

120

The Supervisorrsquos Role As A ldquoCoachrdquo

6 Monitoring Paraeducator Performance

Changing Role For Professionals lsquoMonitoringrsquo implies deliberate

purposeful observations Equates early intervention providers

to team leaders in business Little precedent for this role

Therefore requires administrative support

On the job training of professionals in this role

Coaching Feedback to professionals Accountability

87

Monitoring Performance

Observations

Feedback

Evaluation

88

Unfocused Observation MethodsInclude Consideration of Multiple Variables such as

personal style components voice gestures delivery

content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques

Examples Include audio video recording scripting notes on significant events

89

Focused Observation MethodsParaeducator Behavioral Observation

Checklist (in the training booklet)

Identifies the Presence or Absence of Specific Behaviors

Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances

90

Formative Feedback

Five guiding principles Performance

rather than personal characteristics Specificity

rather than generalities Frequency

the more the better Consistency

versus playing professionals against one another Honesty

rather than pretense but cushioned with tact

91

92

7 Managing the Workplace

Managing the Workplace

Systematic Communication

Problem Solving

Conflict Management

94

Systematic Communication How do you or would you convey information to the

paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members

in a typical week Brainstorm a list of ways to communicate systematically with

your paraprofessionals

95

MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various

types Share

96

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

6 Monitoring Paraeducator Performance

Changing Role For Professionals lsquoMonitoringrsquo implies deliberate

purposeful observations Equates early intervention providers

to team leaders in business Little precedent for this role

Therefore requires administrative support

On the job training of professionals in this role

Coaching Feedback to professionals Accountability

87

Monitoring Performance

Observations

Feedback

Evaluation

88

Unfocused Observation MethodsInclude Consideration of Multiple Variables such as

personal style components voice gestures delivery

content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques

Examples Include audio video recording scripting notes on significant events

89

Focused Observation MethodsParaeducator Behavioral Observation

Checklist (in the training booklet)

Identifies the Presence or Absence of Specific Behaviors

Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances

90

Formative Feedback

Five guiding principles Performance

rather than personal characteristics Specificity

rather than generalities Frequency

the more the better Consistency

versus playing professionals against one another Honesty

rather than pretense but cushioned with tact

91

92

7 Managing the Workplace

Managing the Workplace

Systematic Communication

Problem Solving

Conflict Management

94

Systematic Communication How do you or would you convey information to the

paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members

in a typical week Brainstorm a list of ways to communicate systematically with

your paraprofessionals

95

MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various

types Share

96

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

Changing Role For Professionals lsquoMonitoringrsquo implies deliberate

purposeful observations Equates early intervention providers

to team leaders in business Little precedent for this role

Therefore requires administrative support

On the job training of professionals in this role

Coaching Feedback to professionals Accountability

87

Monitoring Performance

Observations

Feedback

Evaluation

88

Unfocused Observation MethodsInclude Consideration of Multiple Variables such as

personal style components voice gestures delivery

content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques

Examples Include audio video recording scripting notes on significant events

89

Focused Observation MethodsParaeducator Behavioral Observation

Checklist (in the training booklet)

Identifies the Presence or Absence of Specific Behaviors

Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances

90

Formative Feedback

Five guiding principles Performance

rather than personal characteristics Specificity

rather than generalities Frequency

the more the better Consistency

versus playing professionals against one another Honesty

rather than pretense but cushioned with tact

91

92

7 Managing the Workplace

Managing the Workplace

Systematic Communication

Problem Solving

Conflict Management

94

Systematic Communication How do you or would you convey information to the

paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members

in a typical week Brainstorm a list of ways to communicate systematically with

your paraprofessionals

95

MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various

types Share

96

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

Monitoring Performance

Observations

Feedback

Evaluation

88

Unfocused Observation MethodsInclude Consideration of Multiple Variables such as

personal style components voice gestures delivery

content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques

Examples Include audio video recording scripting notes on significant events

89

Focused Observation MethodsParaeducator Behavioral Observation

Checklist (in the training booklet)

Identifies the Presence or Absence of Specific Behaviors

Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances

90

Formative Feedback

Five guiding principles Performance

rather than personal characteristics Specificity

rather than generalities Frequency

the more the better Consistency

versus playing professionals against one another Honesty

rather than pretense but cushioned with tact

91

92

7 Managing the Workplace

Managing the Workplace

Systematic Communication

Problem Solving

Conflict Management

94

Systematic Communication How do you or would you convey information to the

paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members

in a typical week Brainstorm a list of ways to communicate systematically with

your paraprofessionals

95

MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various

types Share

96

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

Unfocused Observation MethodsInclude Consideration of Multiple Variables such as

personal style components voice gestures delivery

content of lesson interactions with children families organization of lesson or materials time use use of behavior management techniques

Examples Include audio video recording scripting notes on significant events

89

Focused Observation MethodsParaeducator Behavioral Observation

Checklist (in the training booklet)

Identifies the Presence or Absence of Specific Behaviors

Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances

90

Formative Feedback

Five guiding principles Performance

rather than personal characteristics Specificity

rather than generalities Frequency

the more the better Consistency

versus playing professionals against one another Honesty

rather than pretense but cushioned with tact

91

92

7 Managing the Workplace

Managing the Workplace

Systematic Communication

Problem Solving

Conflict Management

94

Systematic Communication How do you or would you convey information to the

paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members

in a typical week Brainstorm a list of ways to communicate systematically with

your paraprofessionals

95

MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various

types Share

96

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

Focused Observation MethodsParaeducator Behavioral Observation

Checklist (in the training booklet)

Identifies the Presence or Absence of Specific Behaviors

Useful to Assess the Overall Use of Specified Techniques in a variety of instructional or consultative collaborative instances

90

Formative Feedback

Five guiding principles Performance

rather than personal characteristics Specificity

rather than generalities Frequency

the more the better Consistency

versus playing professionals against one another Honesty

rather than pretense but cushioned with tact

91

92

7 Managing the Workplace

Managing the Workplace

Systematic Communication

Problem Solving

Conflict Management

94

Systematic Communication How do you or would you convey information to the

paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members

in a typical week Brainstorm a list of ways to communicate systematically with

your paraprofessionals

95

MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various

types Share

96

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

Formative Feedback

Five guiding principles Performance

rather than personal characteristics Specificity

rather than generalities Frequency

the more the better Consistency

versus playing professionals against one another Honesty

rather than pretense but cushioned with tact

91

92

7 Managing the Workplace

Managing the Workplace

Systematic Communication

Problem Solving

Conflict Management

94

Systematic Communication How do you or would you convey information to the

paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members

in a typical week Brainstorm a list of ways to communicate systematically with

your paraprofessionals

95

MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various

types Share

96

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

92

7 Managing the Workplace

Managing the Workplace

Systematic Communication

Problem Solving

Conflict Management

94

Systematic Communication How do you or would you convey information to the

paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members

in a typical week Brainstorm a list of ways to communicate systematically with

your paraprofessionals

95

MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various

types Share

96

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

7 Managing the Workplace

Managing the Workplace

Systematic Communication

Problem Solving

Conflict Management

94

Systematic Communication How do you or would you convey information to the

paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members

in a typical week Brainstorm a list of ways to communicate systematically with

your paraprofessionals

95

MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various

types Share

96

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

Managing the Workplace

Systematic Communication

Problem Solving

Conflict Management

94

Systematic Communication How do you or would you convey information to the

paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members

in a typical week Brainstorm a list of ways to communicate systematically with

your paraprofessionals

95

MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various

types Share

96

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

Systematic Communication How do you or would you convey information to the

paraprofessional How do you get information back from them What kinds of information typically needs to be shared between team members

in a typical week Brainstorm a list of ways to communicate systematically with

your paraprofessionals

95

MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various

types Share

96

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

MeetingsActivity Divide in three groups (like meetings or dislike meetings or neutral) Talk about why you feel as you do Describe your experiences with meetings of various

types Share

96

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

97

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

Holding MeetingsConsiderations

Finding a time Establishing group norms Establishing a functional location

Facilitation Reviewing meeting effectiveness

Using an agenda Developing the agenda Agenda content Following the agenda

Documenting group decisions plans

98

Dealing with Differences

99

What Do You See

100

How You Act in Conflict

Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses

101

Conflict The Circle of Conflict

Values

RelationshipsData

Structural Issues

Interests

102

Managing vs Resolving Conflict

Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle

Structural Issues Interests

Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals

103

Managing vs Resolving Conflict Often the very best we can do in relationship values

and data conflicts is manage it Conflict Management - the conflict is identified

acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated

104

Resolving Conflicts

If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this

Gain agreement to resolve the conflict Identify interests

find out what each needs to get out of it in the end Generate options

select options only if they allow the interests of each party to be met Select a solution

gain agreement from both parties to adhere to the selected solution create a solution plan

Eg who does what where when how Gain agreement to adhere to the plan

105

106

Action PlanActivity

Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals

107

Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome

of the instruction

2 Who will be in the best position logistically speaking to direct the performance of the duties

3 Who is best able to provide training for the assigned duties

4 Who is in the best position to observe and document task performance

5 How will you find planning time

6 What supports you need from your administrators

• Paraeducator Supervision Academy (PSA)
• Logistics and Norms
• Audience Introduction
• Paraprofessionals Most commonly used titles
• Slide 5
• Definitions
• Overview of the Todayrsquos Training
• Paraeducators Who are they
• Slide 9
• Who are the Paraprofessionals
• Slide 11
• Reasons for Hiring Paraeducators
• Reasons To Employ Paraprofessionals
• Legislation ndash No Child Left Behind
• NCLB Regarding Supervision
• Guidance on Paraprofessional from Professional Organizations (
• Slide 18
• (2)
• Research- Lessons Learned from Use of Paraprofessionals in
• Research Evidence Also Tells Us
• Paraprofessionals Reality and Issues
• Research Potential Challenges With the Use of Paraprofession
• Research Potential Challenges With the use of Paraprofessional
• Shift in the Professional Roles
• Continuum of Responsibilities for Supervisors
• Building a Collaborative Culture
• Ethical Considerations
• Avoiding Risk A Summary
• Differentiating Roles
• Role Clarity
• Slide 32
• Executive Functions of Paraeducator Supervision
• Slide 34
• Slide 35
• Slide 36
• Four Major Reasons
• What Gets in the Way
• Therersquos no time for
• 30 Second Reflection Question
• 30 Second Reflection Question
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (3)
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (4)
• 30 Second Reflection Question
• 30 Second Reflection Question (5)
• Managing Your Time
• Executive Functions of Paraeducator Supervision (2)
• 1 Providing Orientation
• Slide 52
• 1 Providing Orientation Three stages
• 1 Providing Orientation continuedhellip
• A Structured Initial Conversation
• 1 Providing Orientation Stage 2 Establish The Supervisory
• Slide 57
• Do you need more copies of worksheets
• 2 Planning for Paraeducators
• Adapting Curriculum amp Instruction
• The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
• The Importance of Planning
• Think About hellip
• Slide 64
• Important to Remember
• Components of Plans
• Plan Forms or Formats
• 3 Scheduling
• Planning vs Scheduling
• Slide 70
• 4 Delegation Taking Time to Save Time
• Taking Time to Save Time Delegating to Paraprofessionals
• What is Delegation
• What Delegation Is Not
• Slide 75
• Why School Professionals Fail to Delegate
• Why Delegate
• The Seven-Step Delegation Method Overview
• Slide 79
• 5 Promoting Paraeducator Growth amp Development (Coaching On th
• K-12 Paraeducator Curriculum
• Paraeducator Growth amp Development
• Paraeducator Training Needs Assessment
• The Range of Training Formats
• Slide 85
• 6 Monitoring Paraeducator Performance
• Changing Role For Professionals
• Monitoring Performance
• Unfocused Observation Methods
• Focused Observation Methods
• Formative Feedback
• Slide 92
• 7 Managing the Workplace
• Managing the Workplace
• Systematic Communication
• Meetings
• (2)
• Holding Meetings
• Slide 99
• What Do You See
• How You Act in Conflict
• Conflict
• Managing vs Resolving Conflict
• Managing vs Resolving Conflict (2)
• Resolving Conflicts
• Slide 106
• Action Plan
• Questions to consider as you plan the next stepshellip

What Do You See

100

How You Act in Conflict

Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses

101

Conflict The Circle of Conflict

Values

RelationshipsData

Structural Issues

Interests

102

Managing vs Resolving Conflict

Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle

Structural Issues Interests

Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals

103

Managing vs Resolving Conflict Often the very best we can do in relationship values

and data conflicts is manage it Conflict Management - the conflict is identified

acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated

104

Resolving Conflicts

If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this

Gain agreement to resolve the conflict Identify interests

find out what each needs to get out of it in the end Generate options

select options only if they allow the interests of each party to be met Select a solution

gain agreement from both parties to adhere to the selected solution create a solution plan

Eg who does what where when how Gain agreement to adhere to the plan

105

106

Action PlanActivity

Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals

107

Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome

of the instruction

2 Who will be in the best position logistically speaking to direct the performance of the duties

3 Who is best able to provide training for the assigned duties

4 Who is in the best position to observe and document task performance

5 How will you find planning time

6 What supports you need from your administrators

• Paraeducator Supervision Academy (PSA)
• Logistics and Norms
• Audience Introduction
• Paraprofessionals Most commonly used titles
• Slide 5
• Definitions
• Overview of the Todayrsquos Training
• Paraeducators Who are they
• Slide 9
• Who are the Paraprofessionals
• Slide 11
• Reasons for Hiring Paraeducators
• Reasons To Employ Paraprofessionals
• Legislation ndash No Child Left Behind
• NCLB Regarding Supervision
• Guidance on Paraprofessional from Professional Organizations (
• Slide 18
• (2)
• Research- Lessons Learned from Use of Paraprofessionals in
• Research Evidence Also Tells Us
• Paraprofessionals Reality and Issues
• Research Potential Challenges With the Use of Paraprofession
• Research Potential Challenges With the use of Paraprofessional
• Shift in the Professional Roles
• Continuum of Responsibilities for Supervisors
• Building a Collaborative Culture
• Ethical Considerations
• Avoiding Risk A Summary
• Differentiating Roles
• Role Clarity
• Slide 32
• Executive Functions of Paraeducator Supervision
• Slide 34
• Slide 35
• Slide 36
• Four Major Reasons
• What Gets in the Way
• Therersquos no time for
• 30 Second Reflection Question
• 30 Second Reflection Question
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (3)
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (4)
• 30 Second Reflection Question
• 30 Second Reflection Question (5)
• Managing Your Time
• Executive Functions of Paraeducator Supervision (2)
• 1 Providing Orientation
• Slide 52
• 1 Providing Orientation Three stages
• 1 Providing Orientation continuedhellip
• A Structured Initial Conversation
• 1 Providing Orientation Stage 2 Establish The Supervisory
• Slide 57
• Do you need more copies of worksheets
• 2 Planning for Paraeducators
• Adapting Curriculum amp Instruction
• The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
• The Importance of Planning
• Think About hellip
• Slide 64
• Important to Remember
• Components of Plans
• Plan Forms or Formats
• 3 Scheduling
• Planning vs Scheduling
• Slide 70
• 4 Delegation Taking Time to Save Time
• Taking Time to Save Time Delegating to Paraprofessionals
• What is Delegation
• What Delegation Is Not
• Slide 75
• Why School Professionals Fail to Delegate
• Why Delegate
• The Seven-Step Delegation Method Overview
• Slide 79
• 5 Promoting Paraeducator Growth amp Development (Coaching On th
• K-12 Paraeducator Curriculum
• Paraeducator Growth amp Development
• Paraeducator Training Needs Assessment
• The Range of Training Formats
• Slide 85
• 6 Monitoring Paraeducator Performance
• Changing Role For Professionals
• Monitoring Performance
• Unfocused Observation Methods
• Focused Observation Methods
• Formative Feedback
• Slide 92
• 7 Managing the Workplace
• Managing the Workplace
• Systematic Communication
• Meetings
• (2)
• Holding Meetings
• Slide 99
• What Do You See
• How You Act in Conflict
• Conflict
• Managing vs Resolving Conflict
• Managing vs Resolving Conflict (2)
• Resolving Conflicts
• Slide 106
• Action Plan
• Questions to consider as you plan the next stepshellip

How You Act in Conflict

Fill out questionnaire Figure out which animal you represent Get into ldquoanimalrdquo groups Discuss strengths and weaknesses

101

Conflict The Circle of Conflict

Values

RelationshipsData

Structural Issues

Interests

102

Managing vs Resolving Conflict

Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle

Structural Issues Interests

Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals

103

Managing vs Resolving Conflict Often the very best we can do in relationship values

and data conflicts is manage it Conflict Management - the conflict is identified

acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated

104

Resolving Conflicts

If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this

Gain agreement to resolve the conflict Identify interests

find out what each needs to get out of it in the end Generate options

select options only if they allow the interests of each party to be met Select a solution

gain agreement from both parties to adhere to the selected solution create a solution plan

Eg who does what where when how Gain agreement to adhere to the plan

105

106

Action PlanActivity

Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals

107

Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome

of the instruction

2 Who will be in the best position logistically speaking to direct the performance of the duties

3 Who is best able to provide training for the assigned duties

4 Who is in the best position to observe and document task performance

5 How will you find planning time

6 What supports you need from your administrators

• Paraeducator Supervision Academy (PSA)
• Logistics and Norms
• Audience Introduction
• Paraprofessionals Most commonly used titles
• Slide 5
• Definitions
• Overview of the Todayrsquos Training
• Paraeducators Who are they
• Slide 9
• Who are the Paraprofessionals
• Slide 11
• Reasons for Hiring Paraeducators
• Reasons To Employ Paraprofessionals
• Legislation ndash No Child Left Behind
• NCLB Regarding Supervision
• Guidance on Paraprofessional from Professional Organizations (
• Slide 18
• (2)
• Research- Lessons Learned from Use of Paraprofessionals in
• Research Evidence Also Tells Us
• Paraprofessionals Reality and Issues
• Research Potential Challenges With the Use of Paraprofession
• Research Potential Challenges With the use of Paraprofessional
• Shift in the Professional Roles
• Continuum of Responsibilities for Supervisors
• Building a Collaborative Culture
• Ethical Considerations
• Avoiding Risk A Summary
• Differentiating Roles
• Role Clarity
• Slide 32
• Executive Functions of Paraeducator Supervision
• Slide 34
• Slide 35
• Slide 36
• Four Major Reasons
• What Gets in the Way
• Therersquos no time for
• 30 Second Reflection Question
• 30 Second Reflection Question
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (3)
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (4)
• 30 Second Reflection Question
• 30 Second Reflection Question (5)
• Managing Your Time
• Executive Functions of Paraeducator Supervision (2)
• 1 Providing Orientation
• Slide 52
• 1 Providing Orientation Three stages
• 1 Providing Orientation continuedhellip
• A Structured Initial Conversation
• 1 Providing Orientation Stage 2 Establish The Supervisory
• Slide 57
• Do you need more copies of worksheets
• 2 Planning for Paraeducators
• Adapting Curriculum amp Instruction
• The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
• The Importance of Planning
• Think About hellip
• Slide 64
• Important to Remember
• Components of Plans
• Plan Forms or Formats
• 3 Scheduling
• Planning vs Scheduling
• Slide 70
• 4 Delegation Taking Time to Save Time
• Taking Time to Save Time Delegating to Paraprofessionals
• What is Delegation
• What Delegation Is Not
• Slide 75
• Why School Professionals Fail to Delegate
• Why Delegate
• The Seven-Step Delegation Method Overview
• Slide 79
• 5 Promoting Paraeducator Growth amp Development (Coaching On th
• K-12 Paraeducator Curriculum
• Paraeducator Growth amp Development
• Paraeducator Training Needs Assessment
• The Range of Training Formats
• Slide 85
• 6 Monitoring Paraeducator Performance
• Changing Role For Professionals
• Monitoring Performance
• Unfocused Observation Methods
• Focused Observation Methods
• Formative Feedback
• Slide 92
• 7 Managing the Workplace
• Managing the Workplace
• Systematic Communication
• Meetings
• (2)
• Holding Meetings
• Slide 99
• What Do You See
• How You Act in Conflict
• Conflict
• Managing vs Resolving Conflict
• Managing vs Resolving Conflict (2)
• Resolving Conflicts
• Slide 106
• Action Plan
• Questions to consider as you plan the next stepshellip

Conflict The Circle of Conflict

Values

RelationshipsData

Structural Issues

Interests

102

Managing vs Resolving Conflict

Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle

Structural Issues Interests

Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals

103

Managing vs Resolving Conflict Often the very best we can do in relationship values

and data conflicts is manage it Conflict Management - the conflict is identified

acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated

104

Resolving Conflicts

If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this

Gain agreement to resolve the conflict Identify interests

find out what each needs to get out of it in the end Generate options

select options only if they allow the interests of each party to be met Select a solution

gain agreement from both parties to adhere to the selected solution create a solution plan

Eg who does what where when how Gain agreement to adhere to the plan

105

106

Action PlanActivity

Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals

107

Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome

of the instruction

2 Who will be in the best position logistically speaking to direct the performance of the duties

3 Who is best able to provide training for the assigned duties

4 Who is in the best position to observe and document task performance

5 How will you find planning time

6 What supports you need from your administrators

• Paraeducator Supervision Academy (PSA)
• Logistics and Norms
• Audience Introduction
• Paraprofessionals Most commonly used titles
• Slide 5
• Definitions
• Overview of the Todayrsquos Training
• Paraeducators Who are they
• Slide 9
• Who are the Paraprofessionals
• Slide 11
• Reasons for Hiring Paraeducators
• Reasons To Employ Paraprofessionals
• Legislation ndash No Child Left Behind
• NCLB Regarding Supervision
• Guidance on Paraprofessional from Professional Organizations (
• Slide 18
• (2)
• Research- Lessons Learned from Use of Paraprofessionals in
• Research Evidence Also Tells Us
• Paraprofessionals Reality and Issues
• Research Potential Challenges With the Use of Paraprofession
• Research Potential Challenges With the use of Paraprofessional
• Shift in the Professional Roles
• Continuum of Responsibilities for Supervisors
• Building a Collaborative Culture
• Ethical Considerations
• Avoiding Risk A Summary
• Differentiating Roles
• Role Clarity
• Slide 32
• Executive Functions of Paraeducator Supervision
• Slide 34
• Slide 35
• Slide 36
• Four Major Reasons
• What Gets in the Way
• Therersquos no time for
• 30 Second Reflection Question
• 30 Second Reflection Question
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (3)
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (4)
• 30 Second Reflection Question
• 30 Second Reflection Question (5)
• Managing Your Time
• Executive Functions of Paraeducator Supervision (2)
• 1 Providing Orientation
• Slide 52
• 1 Providing Orientation Three stages
• 1 Providing Orientation continuedhellip
• A Structured Initial Conversation
• 1 Providing Orientation Stage 2 Establish The Supervisory
• Slide 57
• Do you need more copies of worksheets
• 2 Planning for Paraeducators
• Adapting Curriculum amp Instruction
• The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
• The Importance of Planning
• Think About hellip
• Slide 64
• Important to Remember
• Components of Plans
• Plan Forms or Formats
• 3 Scheduling
• Planning vs Scheduling
• Slide 70
• 4 Delegation Taking Time to Save Time
• Taking Time to Save Time Delegating to Paraprofessionals
• What is Delegation
• What Delegation Is Not
• Slide 75
• Why School Professionals Fail to Delegate
• Why Delegate
• The Seven-Step Delegation Method Overview
• Slide 79
• 5 Promoting Paraeducator Growth amp Development (Coaching On th
• K-12 Paraeducator Curriculum
• Paraeducator Growth amp Development
• Paraeducator Training Needs Assessment
• The Range of Training Formats
• Slide 85
• 6 Monitoring Paraeducator Performance
• Changing Role For Professionals
• Monitoring Performance
• Unfocused Observation Methods
• Focused Observation Methods
• Formative Feedback
• Slide 92
• 7 Managing the Workplace
• Managing the Workplace
• Systematic Communication
• Meetings
• (2)
• Holding Meetings
• Slide 99
• What Do You See
• How You Act in Conflict
• Conflict
• Managing vs Resolving Conflict
• Managing vs Resolving Conflict (2)
• Resolving Conflicts
• Slide 106
• Action Plan
• Questions to consider as you plan the next stepshellip

Managing vs Resolving Conflict

Resolving conflict is only possible if the nature of the conflict is in the bottom half of the circle

Structural Issues Interests

Conflict Resolution - when the conflict is settled to the extent that it no longer consumes energy of the group or individuals

103

Managing vs Resolving Conflict Often the very best we can do in relationship values

and data conflicts is manage it Conflict Management - the conflict is identified

acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated

104

Resolving Conflicts

If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this

Gain agreement to resolve the conflict Identify interests

find out what each needs to get out of it in the end Generate options

select options only if they allow the interests of each party to be met Select a solution

gain agreement from both parties to adhere to the selected solution create a solution plan

Eg who does what where when how Gain agreement to adhere to the plan

105

106

Action PlanActivity

Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals

107

Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome

of the instruction

2 Who will be in the best position logistically speaking to direct the performance of the duties

3 Who is best able to provide training for the assigned duties

4 Who is in the best position to observe and document task performance

5 How will you find planning time

6 What supports you need from your administrators

• Paraeducator Supervision Academy (PSA)
• Logistics and Norms
• Audience Introduction
• Paraprofessionals Most commonly used titles
• Slide 5
• Definitions
• Overview of the Todayrsquos Training
• Paraeducators Who are they
• Slide 9
• Who are the Paraprofessionals
• Slide 11
• Reasons for Hiring Paraeducators
• Reasons To Employ Paraprofessionals
• Legislation ndash No Child Left Behind
• NCLB Regarding Supervision
• Guidance on Paraprofessional from Professional Organizations (
• Slide 18
• (2)
• Research- Lessons Learned from Use of Paraprofessionals in
• Research Evidence Also Tells Us
• Paraprofessionals Reality and Issues
• Research Potential Challenges With the Use of Paraprofession
• Research Potential Challenges With the use of Paraprofessional
• Shift in the Professional Roles
• Continuum of Responsibilities for Supervisors
• Building a Collaborative Culture
• Ethical Considerations
• Avoiding Risk A Summary
• Differentiating Roles
• Role Clarity
• Slide 32
• Executive Functions of Paraeducator Supervision
• Slide 34
• Slide 35
• Slide 36
• Four Major Reasons
• What Gets in the Way
• Therersquos no time for
• 30 Second Reflection Question
• 30 Second Reflection Question
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (3)
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (4)
• 30 Second Reflection Question
• 30 Second Reflection Question (5)
• Managing Your Time
• Executive Functions of Paraeducator Supervision (2)
• 1 Providing Orientation
• Slide 52
• 1 Providing Orientation Three stages
• 1 Providing Orientation continuedhellip
• A Structured Initial Conversation
• 1 Providing Orientation Stage 2 Establish The Supervisory
• Slide 57
• Do you need more copies of worksheets
• 2 Planning for Paraeducators
• Adapting Curriculum amp Instruction
• The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
• The Importance of Planning
• Think About hellip
• Slide 64
• Important to Remember
• Components of Plans
• Plan Forms or Formats
• 3 Scheduling
• Planning vs Scheduling
• Slide 70
• 4 Delegation Taking Time to Save Time
• Taking Time to Save Time Delegating to Paraprofessionals
• What is Delegation
• What Delegation Is Not
• Slide 75
• Why School Professionals Fail to Delegate
• Why Delegate
• The Seven-Step Delegation Method Overview
• Slide 79
• 5 Promoting Paraeducator Growth amp Development (Coaching On th
• K-12 Paraeducator Curriculum
• Paraeducator Growth amp Development
• Paraeducator Training Needs Assessment
• The Range of Training Formats
• Slide 85
• 6 Monitoring Paraeducator Performance
• Changing Role For Professionals
• Monitoring Performance
• Unfocused Observation Methods
• Focused Observation Methods
• Formative Feedback
• Slide 92
• 7 Managing the Workplace
• Managing the Workplace
• Systematic Communication
• Meetings
• (2)
• Holding Meetings
• Slide 99
• What Do You See
• How You Act in Conflict
• Conflict
• Managing vs Resolving Conflict
• Managing vs Resolving Conflict (2)
• Resolving Conflicts
• Slide 106
• Action Plan
• Questions to consider as you plan the next stepshellip

Managing vs Resolving Conflict Often the very best we can do in relationship values

and data conflicts is manage it Conflict Management - the conflict is identified

acknowledged assessed steps are taken to address some of the most serious aspects or side effects options are generated

104

Resolving Conflicts

If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this

Gain agreement to resolve the conflict Identify interests

find out what each needs to get out of it in the end Generate options

select options only if they allow the interests of each party to be met Select a solution

gain agreement from both parties to adhere to the selected solution create a solution plan

Eg who does what where when how Gain agreement to adhere to the plan

105

106

Action PlanActivity

Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals

107

Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome

of the instruction

2 Who will be in the best position logistically speaking to direct the performance of the duties

3 Who is best able to provide training for the assigned duties

4 Who is in the best position to observe and document task performance

5 How will you find planning time

6 What supports you need from your administrators

• Paraeducator Supervision Academy (PSA)
• Logistics and Norms
• Audience Introduction
• Paraprofessionals Most commonly used titles
• Slide 5
• Definitions
• Overview of the Todayrsquos Training
• Paraeducators Who are they
• Slide 9
• Who are the Paraprofessionals
• Slide 11
• Reasons for Hiring Paraeducators
• Reasons To Employ Paraprofessionals
• Legislation ndash No Child Left Behind
• NCLB Regarding Supervision
• Guidance on Paraprofessional from Professional Organizations (
• Slide 18
• (2)
• Research- Lessons Learned from Use of Paraprofessionals in
• Research Evidence Also Tells Us
• Paraprofessionals Reality and Issues
• Research Potential Challenges With the Use of Paraprofession
• Research Potential Challenges With the use of Paraprofessional
• Shift in the Professional Roles
• Continuum of Responsibilities for Supervisors
• Building a Collaborative Culture
• Ethical Considerations
• Avoiding Risk A Summary
• Differentiating Roles
• Role Clarity
• Slide 32
• Executive Functions of Paraeducator Supervision
• Slide 34
• Slide 35
• Slide 36
• Four Major Reasons
• What Gets in the Way
• Therersquos no time for
• 30 Second Reflection Question
• 30 Second Reflection Question
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (3)
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (4)
• 30 Second Reflection Question
• 30 Second Reflection Question (5)
• Managing Your Time
• Executive Functions of Paraeducator Supervision (2)
• 1 Providing Orientation
• Slide 52
• 1 Providing Orientation Three stages
• 1 Providing Orientation continuedhellip
• A Structured Initial Conversation
• 1 Providing Orientation Stage 2 Establish The Supervisory
• Slide 57
• Do you need more copies of worksheets
• 2 Planning for Paraeducators
• Adapting Curriculum amp Instruction
• The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
• The Importance of Planning
• Think About hellip
• Slide 64
• Important to Remember
• Components of Plans
• Plan Forms or Formats
• 3 Scheduling
• Planning vs Scheduling
• Slide 70
• 4 Delegation Taking Time to Save Time
• Taking Time to Save Time Delegating to Paraprofessionals
• What is Delegation
• What Delegation Is Not
• Slide 75
• Why School Professionals Fail to Delegate
• Why Delegate
• The Seven-Step Delegation Method Overview
• Slide 79
• 5 Promoting Paraeducator Growth amp Development (Coaching On th
• K-12 Paraeducator Curriculum
• Paraeducator Growth amp Development
• Paraeducator Training Needs Assessment
• The Range of Training Formats
• Slide 85
• 6 Monitoring Paraeducator Performance
• Changing Role For Professionals
• Monitoring Performance
• Unfocused Observation Methods
• Focused Observation Methods
• Formative Feedback
• Slide 92
• 7 Managing the Workplace
• Managing the Workplace
• Systematic Communication
• Meetings
• (2)
• Holding Meetings
• Slide 99
• What Do You See
• How You Act in Conflict
• Conflict
• Managing vs Resolving Conflict
• Managing vs Resolving Conflict (2)
• Resolving Conflicts
• Slide 106
• Action Plan
• Questions to consider as you plan the next stepshellip

Resolving Conflicts

If resolution seems possible and conflict is in bottom half of circle and you are willing to devote the time it takes then do this

Gain agreement to resolve the conflict Identify interests

find out what each needs to get out of it in the end Generate options

select options only if they allow the interests of each party to be met Select a solution

gain agreement from both parties to adhere to the selected solution create a solution plan

Eg who does what where when how Gain agreement to adhere to the plan

105

106

Action PlanActivity

Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals

107

Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome

of the instruction

2 Who will be in the best position logistically speaking to direct the performance of the duties

3 Who is best able to provide training for the assigned duties

4 Who is in the best position to observe and document task performance

5 How will you find planning time

6 What supports you need from your administrators

• Paraeducator Supervision Academy (PSA)
• Logistics and Norms
• Audience Introduction
• Paraprofessionals Most commonly used titles
• Slide 5
• Definitions
• Overview of the Todayrsquos Training
• Paraeducators Who are they
• Slide 9
• Who are the Paraprofessionals
• Slide 11
• Reasons for Hiring Paraeducators
• Reasons To Employ Paraprofessionals
• Legislation ndash No Child Left Behind
• NCLB Regarding Supervision
• Guidance on Paraprofessional from Professional Organizations (
• Slide 18
• (2)
• Research- Lessons Learned from Use of Paraprofessionals in
• Research Evidence Also Tells Us
• Paraprofessionals Reality and Issues
• Research Potential Challenges With the Use of Paraprofession
• Research Potential Challenges With the use of Paraprofessional
• Shift in the Professional Roles
• Continuum of Responsibilities for Supervisors
• Building a Collaborative Culture
• Ethical Considerations
• Avoiding Risk A Summary
• Differentiating Roles
• Role Clarity
• Slide 32
• Executive Functions of Paraeducator Supervision
• Slide 34
• Slide 35
• Slide 36
• Four Major Reasons
• What Gets in the Way
• Therersquos no time for
• 30 Second Reflection Question
• 30 Second Reflection Question
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (3)
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (4)
• 30 Second Reflection Question
• 30 Second Reflection Question (5)
• Managing Your Time
• Executive Functions of Paraeducator Supervision (2)
• 1 Providing Orientation
• Slide 52
• 1 Providing Orientation Three stages
• 1 Providing Orientation continuedhellip
• A Structured Initial Conversation
• 1 Providing Orientation Stage 2 Establish The Supervisory
• Slide 57
• Do you need more copies of worksheets
• 2 Planning for Paraeducators
• Adapting Curriculum amp Instruction
• The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
• The Importance of Planning
• Think About hellip
• Slide 64
• Important to Remember
• Components of Plans
• Plan Forms or Formats
• 3 Scheduling
• Planning vs Scheduling
• Slide 70
• 4 Delegation Taking Time to Save Time
• Taking Time to Save Time Delegating to Paraprofessionals
• What is Delegation
• What Delegation Is Not
• Slide 75
• Why School Professionals Fail to Delegate
• Why Delegate
• The Seven-Step Delegation Method Overview
• Slide 79
• 5 Promoting Paraeducator Growth amp Development (Coaching On th
• K-12 Paraeducator Curriculum
• Paraeducator Growth amp Development
• Paraeducator Training Needs Assessment
• The Range of Training Formats
• Slide 85
• 6 Monitoring Paraeducator Performance
• Changing Role For Professionals
• Monitoring Performance
• Unfocused Observation Methods
• Focused Observation Methods
• Formative Feedback
• Slide 92
• 7 Managing the Workplace
• Managing the Workplace
• Systematic Communication
• Meetings
• (2)
• Holding Meetings
• Slide 99
• What Do You See
• How You Act in Conflict
• Conflict
• Managing vs Resolving Conflict
• Managing vs Resolving Conflict (2)
• Resolving Conflicts
• Slide 106
• Action Plan
• Questions to consider as you plan the next stepshellip

106

Action PlanActivity

Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals

107

Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome

of the instruction

2 Who will be in the best position logistically speaking to direct the performance of the duties

3 Who is best able to provide training for the assigned duties

4 Who is in the best position to observe and document task performance

5 How will you find planning time

6 What supports you need from your administrators

• Paraeducator Supervision Academy (PSA)
• Logistics and Norms
• Audience Introduction
• Paraprofessionals Most commonly used titles
• Slide 5
• Definitions
• Overview of the Todayrsquos Training
• Paraeducators Who are they
• Slide 9
• Who are the Paraprofessionals
• Slide 11
• Reasons for Hiring Paraeducators
• Reasons To Employ Paraprofessionals
• Legislation ndash No Child Left Behind
• NCLB Regarding Supervision
• Guidance on Paraprofessional from Professional Organizations (
• Slide 18
• (2)
• Research- Lessons Learned from Use of Paraprofessionals in
• Research Evidence Also Tells Us
• Paraprofessionals Reality and Issues
• Research Potential Challenges With the Use of Paraprofession
• Research Potential Challenges With the use of Paraprofessional
• Shift in the Professional Roles
• Continuum of Responsibilities for Supervisors
• Building a Collaborative Culture
• Ethical Considerations
• Avoiding Risk A Summary
• Differentiating Roles
• Role Clarity
• Slide 32
• Executive Functions of Paraeducator Supervision
• Slide 34
• Slide 35
• Slide 36
• Four Major Reasons
• What Gets in the Way
• Therersquos no time for
• 30 Second Reflection Question
• 30 Second Reflection Question
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (3)
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (4)
• 30 Second Reflection Question
• 30 Second Reflection Question (5)
• Managing Your Time
• Executive Functions of Paraeducator Supervision (2)
• 1 Providing Orientation
• Slide 52
• 1 Providing Orientation Three stages
• 1 Providing Orientation continuedhellip
• A Structured Initial Conversation
• 1 Providing Orientation Stage 2 Establish The Supervisory
• Slide 57
• Do you need more copies of worksheets
• 2 Planning for Paraeducators
• Adapting Curriculum amp Instruction
• The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
• The Importance of Planning
• Think About hellip
• Slide 64
• Important to Remember
• Components of Plans
• Plan Forms or Formats
• 3 Scheduling
• Planning vs Scheduling
• Slide 70
• 4 Delegation Taking Time to Save Time
• Taking Time to Save Time Delegating to Paraprofessionals
• What is Delegation
• What Delegation Is Not
• Slide 75
• Why School Professionals Fail to Delegate
• Why Delegate
• The Seven-Step Delegation Method Overview
• Slide 79
• 5 Promoting Paraeducator Growth amp Development (Coaching On th
• K-12 Paraeducator Curriculum
• Paraeducator Growth amp Development
• Paraeducator Training Needs Assessment
• The Range of Training Formats
• Slide 85
• 6 Monitoring Paraeducator Performance
• Changing Role For Professionals
• Monitoring Performance
• Unfocused Observation Methods
• Focused Observation Methods
• Formative Feedback
• Slide 92
• 7 Managing the Workplace
• Managing the Workplace
• Systematic Communication
• Meetings
• (2)
• Holding Meetings
• Slide 99
• What Do You See
• How You Act in Conflict
• Conflict
• Managing vs Resolving Conflict
• Managing vs Resolving Conflict (2)
• Resolving Conflicts
• Slide 106
• Action Plan
• Questions to consider as you plan the next stepshellip

Action PlanActivity

Now that yoursquove completed the informational portion of this training take a few minutes to create an action plan for yourself Create both short and longer term objectives for yourself Decide what information you will be able to put to use first and which components you will implement later Think about the ways you will collaborate with other professionals to supervise paraprofessionals

107

Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome

of the instruction

2 Who will be in the best position logistically speaking to direct the performance of the duties

3 Who is best able to provide training for the assigned duties

4 Who is in the best position to observe and document task performance

5 How will you find planning time

6 What supports you need from your administrators

• Paraeducator Supervision Academy (PSA)
• Logistics and Norms
• Audience Introduction
• Paraprofessionals Most commonly used titles
• Slide 5
• Definitions
• Overview of the Todayrsquos Training
• Paraeducators Who are they
• Slide 9
• Who are the Paraprofessionals
• Slide 11
• Reasons for Hiring Paraeducators
• Reasons To Employ Paraprofessionals
• Legislation ndash No Child Left Behind
• NCLB Regarding Supervision
• Guidance on Paraprofessional from Professional Organizations (
• Slide 18
• (2)
• Research- Lessons Learned from Use of Paraprofessionals in
• Research Evidence Also Tells Us
• Paraprofessionals Reality and Issues
• Research Potential Challenges With the Use of Paraprofession
• Research Potential Challenges With the use of Paraprofessional
• Shift in the Professional Roles
• Continuum of Responsibilities for Supervisors
• Building a Collaborative Culture
• Ethical Considerations
• Avoiding Risk A Summary
• Differentiating Roles
• Role Clarity
• Slide 32
• Executive Functions of Paraeducator Supervision
• Slide 34
• Slide 35
• Slide 36
• Four Major Reasons
• What Gets in the Way
• Therersquos no time for
• 30 Second Reflection Question
• 30 Second Reflection Question
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (3)
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (4)
• 30 Second Reflection Question
• 30 Second Reflection Question (5)
• Managing Your Time
• Executive Functions of Paraeducator Supervision (2)
• 1 Providing Orientation
• Slide 52
• 1 Providing Orientation Three stages
• 1 Providing Orientation continuedhellip
• A Structured Initial Conversation
• 1 Providing Orientation Stage 2 Establish The Supervisory
• Slide 57
• Do you need more copies of worksheets
• 2 Planning for Paraeducators
• Adapting Curriculum amp Instruction
• The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
• The Importance of Planning
• Think About hellip
• Slide 64
• Important to Remember
• Components of Plans
• Plan Forms or Formats
• 3 Scheduling
• Planning vs Scheduling
• Slide 70
• 4 Delegation Taking Time to Save Time
• Taking Time to Save Time Delegating to Paraprofessionals
• What is Delegation
• What Delegation Is Not
• Slide 75
• Why School Professionals Fail to Delegate
• Why Delegate
• The Seven-Step Delegation Method Overview
• Slide 79
• 5 Promoting Paraeducator Growth amp Development (Coaching On th
• K-12 Paraeducator Curriculum
• Paraeducator Growth amp Development
• Paraeducator Training Needs Assessment
• The Range of Training Formats
• Slide 85
• 6 Monitoring Paraeducator Performance
• Changing Role For Professionals
• Monitoring Performance
• Unfocused Observation Methods
• Focused Observation Methods
• Formative Feedback
• Slide 92
• 7 Managing the Workplace
• Managing the Workplace
• Systematic Communication
• Meetings
• (2)
• Holding Meetings
• Slide 99
• What Do You See
• How You Act in Conflict
• Conflict
• Managing vs Resolving Conflict
• Managing vs Resolving Conflict (2)
• Resolving Conflicts
• Slide 106
• Action Plan
• Questions to consider as you plan the next stepshellip

Questions to consider as you plan the next stepshellip1 Who holds ultimate responsibility for the outcome

of the instruction

2 Who will be in the best position logistically speaking to direct the performance of the duties

3 Who is best able to provide training for the assigned duties

4 Who is in the best position to observe and document task performance

5 How will you find planning time

6 What supports you need from your administrators

• Paraeducator Supervision Academy (PSA)
• Logistics and Norms
• Audience Introduction
• Paraprofessionals Most commonly used titles
• Slide 5
• Definitions
• Overview of the Todayrsquos Training
• Paraeducators Who are they
• Slide 9
• Who are the Paraprofessionals
• Slide 11
• Reasons for Hiring Paraeducators
• Reasons To Employ Paraprofessionals
• Legislation ndash No Child Left Behind
• NCLB Regarding Supervision
• Guidance on Paraprofessional from Professional Organizations (
• Slide 18
• (2)
• Research- Lessons Learned from Use of Paraprofessionals in
• Research Evidence Also Tells Us
• Paraprofessionals Reality and Issues
• Research Potential Challenges With the Use of Paraprofession
• Research Potential Challenges With the use of Paraprofessional
• Shift in the Professional Roles
• Continuum of Responsibilities for Supervisors
• Building a Collaborative Culture
• Ethical Considerations
• Avoiding Risk A Summary
• Differentiating Roles
• Role Clarity
• Slide 32
• Executive Functions of Paraeducator Supervision
• Slide 34
• Slide 35
• Slide 36
• Four Major Reasons
• What Gets in the Way
• Therersquos no time for
• 30 Second Reflection Question
• 30 Second Reflection Question
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (3)
• 30 Second Reflection Question (2)
• 30 Second Reflection Question (4)
• 30 Second Reflection Question
• 30 Second Reflection Question (5)
• Managing Your Time
• Executive Functions of Paraeducator Supervision (2)
• 1 Providing Orientation
• Slide 52
• 1 Providing Orientation Three stages
• 1 Providing Orientation continuedhellip
• A Structured Initial Conversation
• 1 Providing Orientation Stage 2 Establish The Supervisory
• Slide 57
• Do you need more copies of worksheets
• 2 Planning for Paraeducators
• Adapting Curriculum amp Instruction
• The Paraeducatorrsquos Role in Adapting Curriculum amp Instruction
• The Importance of Planning
• Think About hellip
• Slide 64
• Important to Remember
• Components of Plans
• Plan Forms or Formats
• 3 Scheduling
• Planning vs Scheduling
• Slide 70
• 4 Delegation Taking Time to Save Time
• Taking Time to Save Time Delegating to Paraprofessionals
• What is Delegation
• What Delegation Is Not
• Slide 75
• Why School Professionals Fail to Delegate
• Why Delegate
• The Seven-Step Delegation Method Overview
• Slide 79
• 5 Promoting Paraeducator Growth amp Development (Coaching On th
• K-12 Paraeducator Curriculum
• Paraeducator Growth amp Development
• Paraeducator Training Needs Assessment
• The Range of Training Formats
• Slide 85
• 6 Monitoring Paraeducator Performance
• Changing Role For Professionals
• Monitoring Performance
• Unfocused Observation Methods
• Focused Observation Methods
• Formative Feedback
• Slide 92
• 7 Managing the Workplace
• Managing the Workplace
• Systematic Communication
• Meetings
• (2)
• Holding Meetings
• Slide 99
• What Do You See
• How You Act in Conflict
• Conflict
• Managing vs Resolving Conflict
• Managing vs Resolving Conflict (2)
• Resolving Conflicts
• Slide 106
• Action Plan
• Questions to consider as you plan the next stepshellip